ITSOFFICERSl 


^^^^^^^^^\'t  f 


LIBRA  R  Y 

(IF    THK 

Theological    Seminary, 

PRINCETON,    N.    J. 
BV    1520    .V5    1872 
Vincent,    John  Heyl,    1832-       I 
1920. 
'    The   Church    school    and    its 
_„^.Qf  f  icers 


No, 


A     DONATION 


iiftflbcb 


cJftU  ^#,  /<^r. 


THE 


CHURCH   SCHOOL 


AND 


ITS  OFFICERS. 


/ 


By  J.   H.  VINCENT,   D.D. 


These  things  command  and  teach." — St.  Paul. 

Every  good  work,  of  the  Spirit  is  a  ministry." — St.  CuKVS'jiTOM. 


ISTEW  YORK  : 
CAKLTON    &    LAN  All  AN. 

SAN  FRANCISCO:   E.  THOMAS. 
CINCINNATI:    HITCHCOCK    &    WALDEN. 

SUNDAY-SCHOOL     DEPARTMEKT. 


Entered  according  to  Act  of  Congress,  in  the  year  1S72,  by 

CARLTON    &    LANAHAN, 
in  the  Oflice  of  the  Librarian  of  Congress  at  Washington. 


3 


0  mg  ^tntxnhU 


FATHER, 

WHO    MADE    THE    HOME    OF    MY    CHILDHOOD    A    PLACE    OF 

PRAYER    AND   A   SCHOOL  OF   PIETY; 

WHO    TAUGHT    ME    THE    WAY    TO    GOD'S    HOUSE    IN    MY 

INFANCY; 

WHO   BROUGHT    ME    UP    TO    REVERENCE    GOD'S    MINISTERS  ; 

WHO    WAS    THE    FIRST   AND   THE   BEST   SUNDAY-SCHOOL 

SUPERINTENDENT    I   EVER    HAD; 

ginb  ta  l^e  Ptmorg  of  mg  ^mious  anb  note  ^aintci) 
MOTHER, 

WHOSE    LIFE    WAS    FULL   OF    FAITH,    AND    SWEETNESS,    AND 

STRENGTH ; 

WHO  DID   HER    FULL   DUTY   TO   HER    CHILDREN; 

•    WHOSE   DEATH    WAS    A   TRANSLATION; 

AND    WHOM    I   LOVE    MORE    FONDLY    TO-DAY    THAN    WHEN    I 

KISSED   HER   LIPS    FOR   THE   LAST   TIME 

TWENTY   YEARS    AGO  ; 

THIS       LITTLE       VOLUME 

3s  JUebicateb. 


"%- 


i 


THE  modem  Sunday  school  has  outgrown  the  fondest 
hopes  of  its  founders.  Devised  as  a  temporary  expe- 
dient for  the  education  of  neglected  children  on  the  Sab- 
bath, it  developed  a  form  of  Christian  acti\-ity  wliich,  in  its 
essential  features,  was  employed  in  the  primitive  Church, 
had  also  a  place  in  the  Jewish  economy,  and  which  is,  in 
fact,  a  legitimate  outgrowth  of  the  plan  of  redemption. 

The  good  philanthropists  of  the  last  centun.-,  in  digging 
that  they  might  build  a  human  fabric,  laid  bare  an  ancient 
and  divine  foundation.  Let  us  rear  our  superstructure  upon 
this,  rather  than  upon  their  narrow  bases  and  after  their 
scantier  measurements. 

This  little  work  is  written  mainly  for  ministers,  especially 
for  the  younger  ministers  of  the  Church.  To  them  the 
author  may  speak  more  frankly  and  plainly  than  to  kis 
seniors. 


6  Preface. 

He  has  also  sought  to  define  the  duties  of  other  Church 
school  officers,  upon  whose  service  so  much  depends :  the 
superintendent,  chorister,  secretary,  etc. 

The  Church  scliool  is  divine.  Its  officers  should  be  di- 
vinely called  and  divinely  endowed.  The  leader  in  thi? 
department  of  Church  labor  is  the  minister.  Every  minister 
should  be,  in  one  sense,  a  Sunday  school  man.  There  is 
nothing  in  the  service  to  compromise  the  dignity  or  diminish 
the  influence  of  a  true  servant  of  Christ.  It  will  not  prove 
detrimental  to  his  reputation  or  efficiency.  The  Rev.  Ur. 
Tyng,  for  example,  is  no  less  acceptable  as  a  pastor,  preacher, 
or  theologian,  because  he  is  pre-eminently  a  Sunday  school 
worker.  Even  if  the  juvenile  side  of  the  cause  be  em- 
phasized a  little  unduly,  it  does  not  detract  from  its  worth 
or  nobleness.  The  apostles  were  not  ashamed  of  the  first 
sentence  of  their  pastoral  commission — Feed  my  lambs. 
It  was  no  stain  on  their  parchments.  Nor  did  the  apostolic 
dignity  suffer  loss  by  the  faithful  performance  of  this  duty. 
Jesus,  if  in  the  flesh  to-day,  would  be  a  '*  Sunday  school  man." 
He  would  again,  as  in  ages  agone,  invite  to  him  the  "little 
children,"  and  take  them  up  in  his  arms,  and  put  his  hands 
on  them  and  bless  them.  How  charming  the  picture  of  the 
pastor,  drawn  by  Bishop  Tegner,    and  so   exquisitely  trai;::.- 


Preface.  7 

lated  by  Longfellow.      It  occurs  in   "  The  Children  of  the 
Lord's  Supper:" 

"  Fi-ieiidly  the  teacher  stood,  like  an  angel  of  light,  there  among  thein, 
And  to  the  children  explained  he  the  holy,  the  highest,  in  few  words, 
Thorough,  yet  simple  and  clear,  for  sublimity  ahcays  is  simple. 
Both  in  sermon  and  song  a  child  can  seize  on  its  meaning." 

But  there  is  another  side  of  the  Sunday  school  equally  worthy 
of  our  attention,  which  it  is  the  especial  aim  of  this  volume 
to  present — the  adult  department.  Men  and  women  are  to 
be  taught.  Discipleship  in  the  school  of  Christ  is  not  sus- 
pended this  side  of  Paradise.  The  minister  is  to  be  their 
chief  teacher;  the  teacher  of  the  subordinate  teachers;  him- 
self well  taught ;  skillful  in  teaching,  and  an  example  fit  to 
follow. 

We  want  more  Sunday  school  men  in  the  ministry — men 
who  understand  the  ecclesiastical  relations  and  practical 
workings  of  the  system,  who  have  faith  in  it,  love  it,  and 
have  consecrated  themselves  to  it ;  who,  neglecting  no  other 
part  of  their  calling,  seek  to  be  "teachers  of  good  things" 
to  the  old  and  to  the  young.  "  The  whole  man  and  the 
whole  time  are  all  too  little  in  so  great  a  work."  Great 
is  the  reward  of  the  true  Gospel  teacher.  There  is  nothing 
comparable  to  it.      Even  to  receive  present  testimony  from 


8  Preface. 

those  whom  we  have  helped  to  the  knowledge  of  the  truth, 
is  a  blessing.  Hear  the  rescued  Mary  in  "Bitter  Sweet" 
sing  the  praises  of  her  counselor  and  friend  : 

"  He  sat  before  me  for  a  golden  hour, 
And  gave  me  counsel  and  encouragement; 
Till,  like  broad  gates,  the  possibilities 
Of  a  serener  and  higher  life 
"Were  thrown  wide  open  to  ray  eager  feet, 
And  I  resolved  that  I  would  enter  in, 
And,  with  God's  gracious  help,  go  out  no  more." 

Thank  God  that  he  has  made  us  such   gate-keepers  to  his 

kingdom  in  this  life  ! 

This  little  volume  is  far  from  perfect.      The  author  feels 

its  defects  more  keenly  than  the  critic  can  see  them.      But 

it  has  its  mission  to   fulfill,   and  so  is  sent    out  with  faith 

and  prayer.      If  any  life  is  strengthened,  if  any  ministry  is 

quickened,  if  any  Church  is   in    the   slightest   degree   aided 

by  it, — to  the  Father,  to  the  Son,  and  to  the   Holy  Ghost, 

be  glory  for  ever.     Amen. 

The  Author. 
New  York,  Aprils  1872. 


CHAPTER 

I.  Christ  and  the  Word. 


PAGK 

II 


23 

36 


11.  The  Divine  Methods 

III.  The  Two  Schools 

IV.  The  School  Method  Demanded 51 

V.  The  Earlier  Ages 65 

VI.  The  Pastor 99 

VII.  The  Children  and  the  Church 137 

VIII.  The  Superintendent 149^ 

IX.  Other  Officers 157,. 

X.  The  Older  Scholars 169 

XL  Collateral  Aids 181 

XII.  The  Great  Needs 189 

Appendix 203 


Let  the  WORD  of  Christ  dwell  in  you  richly ;  in  all  wis- 
dom teaching  and  admonishing  one  another ;  in  psalms  and 
hymns  and  spiritual  songs,  singing  with  grace  in  your  he:.ts 
to  the  Lord.— St.  Paul. 

Blessed  are  the  undefiled  in  the  way, 

"Who  walk  in  the  law  of  the  Lord. 

I  will  meditate  in  thy  precepts, 

And  have  respect  unto  thy  ways. 

I  will  delight  myself  in  thy  statutes  : 

I  will  not  forget  thy  word. 

Thy  statutes  have  been  my  songs 

In  tht  house  of  my  pilgrimage. 

Thy  word  is  a  lamp  unto  my  feet, 

And  a  light  unto  my  path. 

Is  not  my  word  like  as  a  fire  ?  saith  the  Lord; 

And  like  a  hammer  that  breaketh  the  rock  in  pieces  ? 

And  when  they  shall  say  unto  you, 

Seek  unto  them  that  have  familiar  spirits. 

And  unto  wizards  that  peep,  and  that  mutter : 

Should  not  a  people  seek  unto  their  God  ? 

For  the  living  to  the  dead  ? 

To  the  law  and  to  the  testimony  : 

If  they  speak  not  according  to  this  word, 

It  is  because  there  is  no  light  in  them. 


eEAROH    THE    OCRJPTURE0. 

The  word  epevvure,  which  might  be  translated,  "  Ye  search 
diligently,"  is  very  expressive.  Homer,  in  the  Iliad,  (xviii, 
321,)  applies  it  to  a  /ion  deprived  of  her  whelps,  who  "  scours 
the  plains  and  traces  the  footsteps  of  the  man."  ...  It  is 
compounded  of  epeu,  I  seek,  and  evvr],  a  bed ;  and  is,  says 
Chrysostom,  "a  metaphor  taken  from  those  who  dig  deep 
and  search  for  metals  in  the  bowels  of  the  earth.  They  look 
for  the  bed  where  the  metal  lies,  and  break  every  clod,  and 
sif/  and  examine  the  whole  in  order  to  discover  the  ore," — A. 
Clarke. 


(^^© 


THE 


CHURCH  SCHOOL  AND  ITS  OFFICERS. 


CHAPTER  I. 

CHRIST    AND    THE    WORD. 
Let  the  word  of  Christ  dwell  in  you  richly. — CoL.  iii,  i6. 

'nr^HE  Bible  is  the  word  of  Christ.  He  is  its 
central  and  all-absorbing  theme.  To  him 
all  the  history  and  poetry  and  prophecy  of  the 
Old  Testament  point.  The  Acts  of  the  Apos- 
tles and  the  Epistles  are  as  full  of  his  person 
and  work  as  the  Evangelists  themselves. 

The  Bible  contains  the  mind — the  thought 
and  love — that  is  in  Jesus.  Every  fundamental 
principle  of  morals  and  religion  which  may 
legitimately  be  drawn  from  any  portion  of  the 


12         '        The  Church  School, 

Bible  as  its  manifestly  intended  interpretation, 
finds  its  center  in  Christ.  There  is  no  contra- 
diction between  his  character  as  portrayed  by 
the  Evangelists  and  the  fairly  deducted  doc- 
trines drawn  from  any  part  of  the  sacred  vol- 
ume. This  is  a  great  thing  to  say  about  the 
Book.  It  is  an  argument  of  weight  in  its  favor. 
Think  of  it !  Sixty-six  volumes,  written  by  at 
least  forty  different  persons  ;  at  different  periods 
of  time — the  extremes  measuring  over  two  thou- 
sand years  ;  written  in  different  parts  of  the 
world ;  under  different  forms  of  civilization  ; 
under  different  governments  ;  in  different  lan- 
guages. Yet  from  these  diverse  sources  come 
sectilia  of  a  beautiful  mosaic,  which,  when  com- 
bined, form  a  unity  the  most  perfect ;  a  doc- 
trinal scheme  the  most  profound  and  philosoph- 
ical ;  a  picture  glowing  with  poetic  beauty,  at 
the  same  time  startling  and  enchanting  the  soul 
by  prophetic  visions  ;  while  in  all  and  through 
all  there  shines  forth  the  image  of  One  who  is 
above  his   fellows,  glorious    with    divinity   an4 


The  Church  School.  13 

peerless  as  the  ideal  of  a  redeemed  humanity. 
That  Book  must  be  divine. 

It  is  the  word  of  Christ  moreover  in  this 
sense,  that  it  is  the  medium  of  his  present 
power.  Of  every  author  it  may  be  said,  '*  He, 
being  dead,  yet  speaketh."  So  the  blind  Homer 
gives  light  and  inspiration  to-day.  But  Jesus 
more,  and  in  a  deeper  sense  than  Homer.  The 
Iliad  and  the  Bible  are  alike  and  unlike.  The 
thought  of  their  respective  authors  is  embalmed 
in  both.  But  in  the  one  we  have  a  tomb,  full  of 
commemorative  pictures,  the  fragrance  of  the  fu- 
nereal incense  still  lingering  on  the  air,  a  place 
of  beauty  and  inspiration  and  sacred  memory  ; 
but,  after  all,  in  the  central  sarcophagus  the  author 
lies — dead.  But  the  Bible  is  no  tomb.  Its  author 
is  not  dead.  Its  delights  are  not  those  of  mem- 
ory and  imagination,  for  the  living  Christ  is  in 
his  word.  Mystically,  invisibly,  but  really,  is  he 
present  there.  The  Book  is  his  divine  body. 
We  need  not  ascend  into  heaven  to  bring  Christ 
down  from  above.     We  need  not  descend  into 


14  T}iE  Church  School. 

the  deep  to  bring  up  Christ  again  from  the 
dead.  Do  we  seek  him  ?  Would  we  see  Jesus  ? 
Here  is  the  Gospel  reply  to  our  search,  "  The 
word  is  nigh  thee."  Rom.  x,  8.  Lo  !  here  in 
the  Scriptures  is  this  same  Jesus  whom  shep- 
herds and  wise  men  worshiped,  whom  the  mul- 
titudes thronged  in  the  days  of  his  flesh,  whom 
soldiers  crucified,  and  Joseph  buried,  and  the 
eternal  God  raised  up  from  the  dead.  He  is 
here  in  his  own  word,  a  living  presence,  ready 
to  give  sight  to  the  blind,  hearing  to  the  deaf, 
healing  to  the  leprous,  deliverance  to  the  demo- 
niac, life  to  the  dead,  and  pardon  to  the  guilty — 
the  erring  Magdalenes,  the  troubled  Marthas, 
the  unstable  but  repentant  Peters.  Seek  ye  the 
Lord  Christ  .-*     Find  him  in  his  word. 

The  whole  gracious  work  of  redemption  is 
wrought  through  the  mediumship  of  this  word. 
Life  is  a  probation  and  a  pupilage,  in  which 
man  must  be  born  again  and  then  trained  for 
eternity.  From  the  moment  of  his  regeneration 
the  processes  of  spiritual  culture  should  go  on. 


The  Church  School.  15 

This  twofold  work  of  quickening  and  culture  is 
effected  by  the  Holy  Ghost.  But  the  Holy 
Ghost  operates  through  the  truth  as  revealed  in 
the  Holy  Scriptures.  This  is  the  sharp  blade 
that  penetrates  the  inmost  things  of  the  soul, 
and  lays  open  to  self-consciousness  the  fearful 
condition  which  requires  a  gracious  interposi- 
tion. "  For  the  word  of  God  is  quick,  and  pow- 
erful, and  sharper  than  any  two-edged  sword, 
piercing  even  to  the  dividing  asunder  of  soul 
and  spirit,  and  of  the  joints  and  marrow,  and  is 
a  discerner  of  the  thoughts  and  intents  of  the 
heart."  Do  we  seek  converting  influence  1 
Look  not  to  the  "  glory  of  God  "  in  the  heavens, 
nor  his  "handiwork"  in  the  firmament.  Seek 
it  not  of  the  sun,  though  "his  going  forth  is 
from  the  end  of  heaven,  and  his  circuit  unto  the 
ends  of  it :  and  there  is  nothing  hid  from  the 
heat  thereof,"  but  turn  to  the  word  of  God  in 
revelation  and  learn  that  "  the  law  of  the  Lord 
is  perfect,  converting  the  soul."  Do  you  seek 
spiritual   enlightenment }      "  The   entrance   of 


i6  The  Church  School. 

thy  words  giveth  light."  Do  you  seek  regen- 
erating power }  "  Of  his  own  will  begat  he  us 
with  the  word  of  truth."  Man  is  "  born  again, 
not  of  corruptible  seed,  but  of  incorruptible,  by 
the  word  of  God,  which  liveth  and  abideth  for- 
ever." 

What  blessings  in  the  whole  range  of  spirit- 
ual life  and  experience  do  you  seek  ?  Preserva- 
tion from  sin  ?  "  Thy  word  have  I  hid  in  mine 
heart,  that  I  might  not  sin  against  thee."  Sta- 
bility ?  "  The  law  of  his  God  is  in  his  heart  ; 
none  of  his  steps  shall  slide."  Success  in  prayer.^ 
"  If  ye  abide  in  me  and  my  words  abide  in  you, 
ye  shall  ask  what  ye  will,  and  it  shall  be  done 
unto  you."  Strength  of  character  and  victory 
over  the  enemy  of  souls  ?  "I  have  written  un- 
to you,  young  men,  because  ye  are  strong,  and 
the  word  of  God  abideth  in  you,  and  ye  have 
overcome  the  wicked  one."  Spiritual  freedom  ? 
*'  If  ye  continue  in  my  word  then  are  ye  my  dis- 
ciples indeed  ;  and  ye  shall  know  the  truth,  and 
the  truth  shall  make  you  free."     Sanctification  ? 


The  Church  School.  17 

*'  Sanctify  them  through  thy  truth  :  thy  word  is 
truth."  Do  you  aspire  to  the  attainment  of  that 
holy  character  in  which  you  shall  be  '*  partakers 
of  the  divine  nature  }  "  Then  go  to  the  Gospel 
of  Christ,  in  which  "  are  given  unto  us  exceed- 
ing great  and  precious  promises  ;  that  by  these 
ye  might  be  partakers  of  the  divine  nature, 
having  escaped  the  corruption  that  is  in  the 
world  through  lust."  Go  through  the  Book,  from 
the  bold  words  of  the  first  verse,  "  In  the  be- 
ginning God  created  the  heaven  and  the  earth," 
to  the  blessed  benediction  of  the  last  verse, 
"  The  grace  of  our  Lord  Jesus  Christ  be  with 
you  all,"  and  learn  by  a  precious  experience 
that  "  All  Scripture  is  given  by  inspiration  of 
God,  and  is  profitable  for  doctrine,  for  reproof, 
for  correction,  for  instruction  in  righteousness  : 
that  the  man  of  God  may  be  perfect,  thoroughly 
furnished  unto  all  good  works." 

Seeing  that  the  word  is  so  important  an  ele- 
ment in  the  work  of  grace,  I  do  not  wonder  at 
the   song  of  David   concerning  the  man  v/hose 


i8"^*  The  Church  School. 

"  delight  is  in  the  law  of  the  Lord,"  and  who  in 
this  law  doth  "  meditate  day  and  night."  Verily 
he  "  shall  be  like  a  tree  planted  by  the  rivers 
of  water,  that  bringeth  forth  his  fruit  in  his  sea- 
son ;  his  leaf  also  shall  not  wither  ;  and  what- 
soever he  doL'th  shall  prosper."  I  now  under- 
stand why  he  sang  :  "  O  how  I  love  thy  law  ! 
it  is  my  meditation  all  the  day.  Thou  through 
thy  commandments  hast  made  me  wiser  than 
mine  enemaes :  for  they  are  ever  with  me.  I 
have  more  understanding  than  all  my  teachers  : 
for  thy  testimonies  are  my  meditation.  I  un- 
derstand more  than  the  ancients,  because  I  keep 
thy  precepts.  .  .  .  The  law  of  thy  mouth  is  bet- 
ter unto  me  than  thousands  of  gold  and  silver. 
.  .  .  How  sweet  are  thy  words  unto  my  taste  ! 
yea,  sweeter  than  honey  to  my  mouth.  .  .  .  My 
soul  hath  kept  thy  testimonies ;  and  I  love 
them  exceedingly." 

The  tradition  concerning  Jonathan  Ben-Uz- 
ziel,  one  of  the  pupils  of  Hillel,  is  in  a  spiritual 
sense  fulfilled  in  the  devout  student  of  the  word. 


The  Church  School.  19 

It  is  recorded  of  him  that  "  when  he  studied 
the  law  every  bird  that  flew  over  his  head  was 
burned  up."  So  glorious  and  vivid  and  intense  is 
the  light  that  falls  from  heaven  upon  every  sin- 
cere disciple  of  Jesus  who  sits  before  the  open 
Book  to  learn  of  his  Master.  So  also  the  ancient 
maxim  of  the  Jew  is  realized  in  the  better 
dispensation  of  the  Gospel :  "  In  whatsoever 
place  the  law  is,  there  the  Shekineh  is  present' 
with  it." 

This  is  the  mystery  of  the  Book  ;  a  sealed 
Book  to  the  multitude  ;  a  literary  marvel  in- 
deed, a  reliable  history,  a  volume  of  poetry  and 
ethics  and  sublime  speculations  to  the  candid, 
thoughtful,  unilluminated  student — but  to  him 
whose  secret  heart  the  Lord  hath  opened — lo  ! 
in  the  word  is  the  Lord  himself! 

If  this  be  the  relation  of  Christ  to  his  word 
there  is  need  that  the  modern  Church  of  Christ 
in  its  quest  of  the  Master  be  told  where  he  is 
to  be  found.  O  that  some  apostle  would  cry 
aloud  unto  the  Churches  of  the  age,  as  Paul  to 


20 


The  Church  School. 


the  elders  of  the  Ephesian  Church  when  he 
met  them  at  Miletus  :  "  And  now,  brethren,  I 
commend  you  to  God,  and  to  the  word  of  his 
grace,  which  is  able  to  build  you  up,  and  to  give 
you  an  inheritance  among  all  them  which  are 
sanctified." 


And  these  words,  which  I  command  thee  this  day,  shall  be 
in  thine  heart  :  and  thou  shalt  teach  them  diligently  mito  thy 
children,  and  shalt  talk  of  ihem  when  thou  sittest  in  thine 
house,  and  when  thou  walkest  by  the  way,  and  when  thou 
liest  down,  and  when  thou  risest  up.  And  thou  shalt  bind 
them  for  a  sign  upon  thine  hand,  and  they  shall  be  as  frontlets 
between  thine  eyes.  And  thou  shalt  write  them  upon  the 
posts  of  thy  house,  and  on  thy  gates. 

Children,  obey  your  parents  in  the  Lord  :  for  this  is  right. 
Honor  thy  father  and  mother,  (which  is  the  first  command- 
ment with  promise,)  that  it  may  be  well  with  thee,  and  thou 
niayest  live  long  on  the  earth. 

And,  ye  fathers,  provoke  not  your  children  to  wrath  :  but 
bring  them  up  in  the  nurture  and  admonition  of  the  Lord. 

And  he  said  unto  them,  Go  ye  into  all  the  world,  and 
preach  the  Gospel  to  every  creature.  He  that  believeth  and 
is  baptized  shall  be  saved ;  but  he  that  believeth  not  shall  be 
damned. 

Then  they  that  gladly  received  his  word  were  baptized  : 
and  the  same  day  there  were  added  unto  them  about  three 
thousand  souls.  And  they  continued  steadfastly  in  the  apos- 
tles' doctrine  and  fellowship,  and  in  breaking  of  bread,  and  in 
prayers. 

These  were  more  noble  than  those  in  Thessalonica,  in  that 
they  received  the  word  with  all  readiness  of  mind,  and  searched 
the  Scriptures  daily,  whether  those  things  were  so. 

And  he  began  to  speak  boldly  in  the  synagogue  :  whom 
when  Aquila  and  Priscilla  had  heard,  they  took  him  unto 
them,  and  expounded  unto  him  the  way  of  God  more  per- 
fectly. 


CHAPTER  IL 

THE    DIVINE    METHODS. 

"In  all  wisdom  teaching  and  admonishing  one  another." — 
Col.  iii,  i6. 

'^  I  ^HERE  is  a  true  method  observed  by  the 
God  of  all  grace  in  his  gracious  work 
among  men.  He  saves,  but  not  arbitrarily,  nor 
in  violation  of  established  intellectual  and  moral 
laws.  The  truth  is  the  medium  of  the  Holy 
Spirit.  Without  the  accompanying  energy  of 
the  Spirit,  the  truth  itself  would  be  impotent. 
Let  us  never  forget  this.  Jesus  was  nothing 
but  a  man,  a  Jew,  a  Nazarene,  to  multitudes  in 
his  day.  "  There  went  virtue  out  of  him  "  to 
those  who  sought  him  in  the  right  spirit.  So 
must  we  seek  not  the  word  alone,  but  Christ  in 
the  word. 

When,  however,  the   saving  truth  is  sought 


24  The  Church  School. 

and  applied,  no  violence  is  done  to  either  man's 
freedom  or  the  laws  of  his  mental  action.  Lio:ht, 
whether  from  the  sun  or  the  planets,  is  conveyed 
to  the  eye  through  the  same  medium,  and  under 
the  operation  of  the  same  laws.  The  constitu- 
tion of  the  soul  is  not  changed  by  the  super- 
natural interventions  of  redemption.  After  the 
visitation  of  grace  the  eye  sees,  the  ear  hears, 
memory  goes  backward,  hope  goes  forward,  and 
all  the  intellectual  powers  act  just  as  before. 

The  Divine  Deliverer  and  Educator  of  the 
race  has  respected  man's  constitution  in  deter- 
mining the  methods  of  his  redemption.  Were 
a  street-waif  to  be  taken  from  the  Five  Points 
in  our  city,  and  taught  under  the  most  compe- 
tent instructors  of  the  age,  we  affirm  that  not  a 
just  principle  would  be  recognized,  nor  a  cor- 
rect method  adopted  in  his  training,  not  already 
anticipated  and  applied  in  the  management  of 
the  waif  Israel  taken  from  the  land  of  Goshen, 
and  instructed  in  the  school  of  God  at  Mount 
Sinai.     The  same  principles  appear  again,  in  a 


The  Church  School.  25 

higher  form,  in  the  methods  of  the  Great 
Teacher.  They  are  also  present  in  his  Church 
whenever  she  is  under  his  direction,  for  they 
inhere  in  the  very  constitution  of  the  human 
mind  and  of  the  Christian  society. 

In  the  instruction  of  a  human  soul  there  are 
three  important  steps  to  be  taken  :  i.  Truth 
must  be  apprehended  by  the  intellect ;  2,  Ac- 
cepted by  the  affections  ;  3,  Appropriated — in- 
corporated in  the  character.  This  threefold 
work  is  indispensable.  One  wanting,  the  cul- 
ture is  incomplete.  In  the  Divine  scheme  all 
are  recognized,  and  for  each  an  appropriate  form 
of  Church  instrumentalities  is  arranged. 

We  have  referred  to  Israel  in  Egypt  and  the 
Wilderness.  Let  us  trace  the  divine  processes 
in  the  education  of  this  people  to  illustrate  the 
position  assumed.  Israel  was,  first  of  all,  re- 
moved from  the  physical,  intellectual,  and  moral 
bondage  of  Egypt,  just  as  the  child  of  the  Five 
Points  would  be  separated,  for  his  reform  and 
education,  from  his  former  associations.     Israel 


26  The  Church  School. 

did  not  go  into  Canaan  by  the  way  of  el-Arish 
and  Philistia,  but  by  the  more  circuitous  route 
of  the  Sea,  Sinai,  and  the  Jordan.  The  bond- 
men of  Egypt  were  not  at  once  prepared  for 
the  Babe  of  Bethlehem.  They  dwelt  in  the 
sphere  of  the  material,  and  were  ignorant  of 
spiritual  truth.  The  manifestation  of  physical 
force  was  requisite  in  order  to  the  recognition  of 
their  Deliverer.  God  must  needs  appear  as  a 
Power,  breaking  into  fragments  and  trampling 
under  foot  their  old  opinions  and  dominions. 
The  new  wonder-worker  must  distance,  with 
unmistakable  miracle,  all  competition  from  the 
old  magician.  For  the  cup  of  blood  in  the 
sorcerer's  hand  a  river  of  blood  must  roll  to 
the  sea.  The  new  staff-serpent  must  swallow 
the  conjurers'  rods,  and  become  a  wand  in  the 
Prophet's  grasp  again.  As  the  rap  of  the  teach- 
er's hand  on  the  school  desk  reminds  the  pupil 
of  a  present  authority,  so  "  the  thunderings  and 
the  lightnings,  and  the  noise  of  the  trumpet, 
and  the  mountain  smoking,"  caused  the  people 


The  Church  School.  27 

tremblingly  to  await,  and  then  revere,  the  reve- 
lation. The  fixed  attention  was  rewarded. 
Truth  was  given.  It  came  in  every  legal  and 
ceremonial  enactment,  in  every  miraculous  in- 
terposition, in  every  address  of  God's  Prophet. 
In  the  communication  of  this  new  truth  to 
Israel,  how  beautifully  we  find  illustrated  the 
now  popular  method  of  "  object  teaching.'' 
Spiritual  truth  entered  the  Hebrew  soul  through 
the  gateways  of  the  senses.  The  theology  of 
the  New  Testament  was  embodied  in  the  ar- 
rangements and  ceremonies  of  the  Tabernacle. 
The  Jewish  dispensation  was  a  "school-master" 
to  bring  the  Hebrew  race  and  then  humanity 
to  Christ.  They  stretched  out  over  the  world 
the  forms  of  their  theological  thought — cables 
laid  through  every  sea,  and  in  thread-like  ex- 
tensions reaching  every  land.  When  Christ 
came  and  the  Spirit  was  poured  out,  these 
forms  became  suddenly  instinct  with  evangel- 
ical life. 

Thus  we  find  that  for  the  communication  of 


28  The  Church  School. 

truth  to  a  race,  the  all-wise  God  prescribed  the 
very  niethods  which  wise  teachers  now  employ 
in  developing  the  intellect  of  a  child. 

Jesus  did  likewise.  He  laid  hold  of  the  vis- 
ible, using-  similes,  parables,  and  objects,  as 
when  he  placed  a  child  before  the  disciples  to 
teach  them  humility,  or  called  for  a  penny  and 
made  its  superscription  his  text.  In  the  de- 
partment of  religious  truth  the  same  method  is 
still  employed.  What  is  the  Christian  family 
but  the  object-school  of  theological  truth,*  in 
which  the  authority,  attributes,  and  laws  of 
God  are  illustrated,  and  the  child  taught, 
through  the  visible  relations  and  real  expe- 
riences of  daily  life,  the  invisible  and  eternal 
verities  of  the  kingdom  of  God .''  The  Chris- 
tian family  is  the  tabernacle  for  the  communi- 
cation of  religious  ideas  to  its  children,  sepa- 
rated as  they  there  are  from  the  demoralizing 
tendencies  of  worldly  society,  and  under  the 
influences  of  parental  love  and  authority.  Thus 
God  provides  for  the  first  essential  thing  in  the 


The  Church  School.  29 

application  to  man  of  his  grace  in  redemption — 
the  apprehension  of  truth  by  the  intellect. 

The  truth  grasped  by  the  intellect  must  next 
be  accepted  by  the  will  and  affections,  for  truth 
is  never  a  force  in  life  until  the  heart  is  moved 
and  molded  by  it.  The  pupil  in  the  secular 
school  must  be  excited,  by  personal  interest  in 
his  work,  to  self-activity.  Israel  in  the  wilder- 
ness learned  the  same  lesson.  With  every 
revelation  of  truth  God  made  new  requisitions 
upon  their  love  and  obedience.  By  the  strong- 
est mandates  of  authority,  by  the  most  terrible 
sanctions  of  penalty,  by  the  fairest  attractions 
of  promise,  God  commended  the  new  truth  to 
the  heart  as  well  as  to  the  eye  and  intellect  of 
his  people. 

As  contributing  to  this  result,  the  people 
were  assembled  in  great  multitudes,  from  time 
to  time,  to  hear  the  law  of  God  and  the  appeals 
of  his  servants.  The  Scriptures,  which  the 
services  of  the  tabernacle  and  the  providential 
interpositions  of  God   had  made  clear  to  their 


30  The  Church  School. 

understanding,  were  publicly  read.  On  every 
such  occasion  the  heart  of  the  people  was 
stirred.  The  blessings  and  the  cursings  rang 
out  in  the  valley  of  Shechem,  and  the  elders, 
officers,  and  judges,  "the  women  and  the  little 
ones,  and  the  strangers  that  were  conversant 
among  them,"  listened  attentively.  The  out- 
spoken response  of  "  all  the  people  "  elicited  at 
that  time  was  a  virtual  consecration  of  them- 
selves to  God. 

When  Joshua  addressed  all  the  tribes  before 
his  death,  after  his  fervent  appeal  to  them  to 
"  fear  the  Lord  and  serve  him  in  sincerity  and 
in  truth,"  he  bids  them  make  their  choice  be- 
tween the  God  of  Israel  and  the  gods  of  the 
Chaldeans  and  the  Amorites.  Under  the  pres- 
sure of  this  public  review  of  God's  dealings 
with  them,  and  this  impassioned  appeal  of  the 
venerable  leader,  the  people  cry  out,  "  God 
forbid  that  we  should  forsake  the  Lord  to  serve 
other  gods  !  " 

Flow  was  the  heart  of  the  people  moved  by 


The  Church  School.  31 

the  public  services  performed  in  Jerusalem, 
when  the  corner-stone  of  the  new  temple  was 
laid  in  the  time  of  Ezra.  And  when  the  people 
gathered  themselves  together  as  one  man  to 
hear  Ezra  read  from  the  book  of  the  law  of 
Moses,  it  is  recorded  that  "  all  the  people  wept 
when  they  heard  the  words  of  the  law." 

There  was  a  profound  reason  in  the  command 
to  "  gather  the  people  together,  men,  and 
women,  and  children,  and  thy  stranger  that  is 
within  thy  gates,  that  they  may  hear,  and  that 
they  may  learn,  and  fear  the  Lord  your  God  ; 
and  observe  to  do  all  the  words  of  this  law." 
Deut.  xxxi,  12.  The  public  assembly  is  favora- 
ble to  the  development  of  strong  emotion.  The 
truth,  w^hich  may  be  more  distinctly  outlined  to 
the  thought  in  private,  may  be  more  easily  im- 
pressed upon  the  heart  in  public.  To  the 
tabernacle  system  for  the  conveyance  of  the 
religious  idea,  God  added  the  public  assembly 
for  the  awakening  of  the  sensibilities,  and  the 
persuasion  of  the  people  to  accept  and  obey  the 


32  The  Church  School. 

truth.  So  to-day  we  have  the  family  tabernacle, 
and  then  the  pulpit.  The  first  and  distinctive 
work  of  the  pulpit  is  to  convict  the  conscience 
and  convert  the  soul.  "  We  persuade  men," 
said  Paul.  "  We  pray  you  in  Christ's  stead,  be 
ye  reconciled  to  God." 

Addressing  those  whose  conscious  needs  re- 
spond to  its  announcements,  the  pulpit  does 
not  so  much  depend  upon  processes  of  argu- 
mentation. It  brings  available  remedies  for 
actual  distresses,  a  message  of  reprieve  to 
the  condemned,  vision  to  blindness,  purity  to 
sin.  It  informs  the  intellect,  quickens  the 
conscience,  w^arms  the  emotions,  and  impels 
to  decision  ;  not  so  much  starting  the  in- 
tellectual forces  into  activity,  as  bringing  the 
will  up  to  the  well-established  affirmations  of 
the  judgment. 

The  pulpit  disseminates  the  truth  rapidly. 
One  utterance  may  reach  ten  thousand  souls  at 
the  same  moment.  The  invisible  bond  of  sym- 
pathy that    unites    an    audience,   renders    each 


The  Church  School.  33 

hearer  more  accessible  and  susceptible  to  the 
truth.  The  universal  silence,  the  fixed  atten- 
tion, the  tacit  assent  of  all  to  the  truth  declared, 
tend  to  inspire  the  speaker.  The  whole  argu- 
ment is  in  his  own  hands.  No  voice  can  enter 
its  protest.  Then  the  dramatic  elements  of 
countenance,  gesture,  and  intonation,  increase 
the  effect  of  every  sentence.  These  are  some 
of  the  natural  advantages  possessed  by  the  pul- 
pit. And  when  we  recall  the  Divine  promise 
to  accompany  the  truth  by  the  energy  of  his 
Spirit,  we  do  not  wonder  at  the  power  of  this 
instrumentality. 

To  the  Jew,  lost  in  the  mummeries  of  a  dead 
ritualism — to  the  Greek,  deluded  by  the  charms 
of  a  merely  speculative  philosophy — we  are  not 
surprised  that  the  public  proclamation  of  salva- 
tion through  a  crucified  yew  shoulrl  be  "  fool- 
ishness ; "  but  seeing  now  the  beari.ngs  of  the 
truth  preached,  and  the  effectiveness  of  the 
method,  and  having  enjoyed  the  fulfillment  of 

the  promise,  "  Lo,  I  am  with  you,"  we  acknowl- 
3 


si 


34  The  Church  School. 

edge  the  preaching  of  the  Gospel  to  be  "  the 
power  of  God." 

After  the  truth  has  found  a  place  in  the  under- 
standing through  the  early  teachings  and  clear 
illustrations  of  the  Family,  and  in  the  affections 
through  the  appeals  and  persuasions  of  the  Pul- 
pit, the  convert  enters  the  inner  courts  of  the 
Church  as  a  disciple.  He  has  now  commenced 
a  life  of  study,  struggle,  and  service.  He  is  a 
sort  of  soldier-student.  It  is  his  duty  to  build 
up  the  temple  of  God  within  him.  And  he 
must  build  as  they  did  in  Nehemiah's  day,  when 
"every  one  with  one  of  his  hands  wrought  in 
the  work,  and  with  the  other  hand  held  a 
weapon."  Here  begins  the  School  of  Christ. 
Having  made  "disciples,"  the  Church  must  in- 
struct them.  An  eminent  commentator,  in  his 
notes  upon  Acts  xiv,  22,  says  :  ''The  word  dis- 
ciple signifies  literally  a  scholar.  The  Church 
of  Christ  was  a  school,  in  which  Christ  him- 
self was  chief  master,  and  his  Apostles  subor- 
dinate teachers.    All  the  converts  were  disciples 


The  Church  School.  35 

or  scholars  who  came  to  this  school  to  be  in- 
structed in  the  knowledge  of  themselves  and  of 
their  God  ;  of  their  duty  to  him,  to  the  Church, 
to  society,  and  to  themselves.  After  having 
been  initiated  in  the  principles  of  the  heavenly 
doctrine,  they  needed  line  upon  line,  and  pre- 
cept upon  precept,  in  order  that  they  might  be 
confirmed  and  established  in  the  truth."* 

*  The  wording  of  the  Master's  commission  (Matthew  xxviii, 
19,  20)  deserves  our  consideration :  *'  Go  ye  therefore  and 
teach  {na&rjTevGare,  that  is,  disciple,  or  make  disciples  of)  all 
nations,  baptizing  them  in  the  name  of  the  Father,  and  of  the 
Son,  and  of  the  Holy  Ghost,  teaching  {(hSdaKovTec,  that  is, 
instructing)  them  to  observe  all  things  whatsoever  I  have  com- 
manded you."  "This  teaching  is  nothing  less  than  the  build- 
ing up  of  the  whole  man  in  the  obedience  of  Christ.  In  these 
words,  inasmuch  as  the  then  living  disciples  could  not  teach 
all  nations,  does  the  Lord  found  the  office  of  preachers  in  his 
Church — with  all  that  belongs  to  it — the  duties  of  the  minis- 
ter, the  school-teacher,  the  Scripture-reader.  This  'teach- 
ing' is  not  merely  the  Ki]pvy\ia  of  the  Gospel,  not  mere 
proclamation  of  the  good  news,  but  the  whole  catechet- 
ical office  of  the  Church  upon  and  in  the  baptized." — 
Alford. 

When  through  baptism  the  believer  had  become  a  member 
of  the  community  of  the  saints,  then,  as  such,  he  participated 


36  The  Church  School. 

Thus,  for  the    threefold  work  committed  to 

her,  we  find  the  Church  assuming  a  threefold 

form : 
^     I.  To   present    the    truth    illustratively   and 

clearly   to    the    understanding,    we   have    the 

Family. 

2.  To  secure  a  personal  allegiance,  we  have 

the  Pulpit. 
^      3.  To  mold  and   perfect  character,  after  the 

standard  and  by  the  operation  of  the  truth,  we 

have  the  School. 

in  the  jirog^vessive  courses   of  instruction    which  prevailed  in 
the  Church." — Olshausen. 

The  teaching  is  a  continuous  process — a  thorough  indoc- 
trination in  the  Christian  truth,  and  the  building  up  of  the 
whole  man  into  the  full  manhood  of  Christ,  the  author  and 
finisher  of  our  faith. — Dr.  Schaff. 


Instead,  therefore,  of  regarding  the  present  position  of  the 
Sunday  school  is  a  false  and  anomalous  one,  ^ve  see  in  it  the 
agency  of  a  divine  hand.  We  recognize  it  as  an  instrument  of 
the  Church,  acting  in  the  twofold  capacity  of  a  conservative 
and  aggressive  power  ;  or,  in  the  first,  as  aijjciHary  to  the 
pas_toral_function  ;  in  the  second,  as  auxiliary  to  the  missionary 
function.  We  consider  it  in  these  aspects,  not  as  a  mere 
accident  in  the  Church's  history  ;  not  as  a  merely  temporary 
expedient,  to  be  used  for  the  accomplishment  of  certain  ends, 
and  then  to  be  laid  aside  ;  but  as  an  essential  part  of  the 
existing  life  and  activity  of  the  Church.  The  Sunday  school 
system  is  not  a  mere  tool  in  the  hands  of  the  Church ;  but  a 
limb,  that  can  never,  hereafter,  be  lopped  off  without  maiming 
her.— John  M'Clintock,  D.D.,  LL.D. 

The  second  great  function  of  the  Church,  as  defined  by  our 
Lord  in  his  commissicm,  is  to  oiiganize  those  who  have  been 
converted  and  become  believers  in  him  into  congregations  or 
Churches ;  that  is,  by  making  _disciples.  pupils,  learners,  or 
students  of  them  ;  or,  in  other  words,  by  the  solemn  badge  of 
baptism  associating  together  as  many  as  can  conveniently 
meet  in  one  place  and  unite  in  common  services,  as  scholars 
in  Christ's  school.  Baptism  is  the  appointed  form  of  initia- 
tion into  this  school,  and  is  analogous  to  the  ticket  of 
matriculation  in  our  schools  of  learning.  Into  this  school 
every  convert,  young  and  old,  are  to  be  introduced  as  schol- 
ars, so  that,  to  be  a  member  of  a  Church,  in  the  language  of 
Christ's  commission,  is  to  be  a  pupil  or  scholar  in  one  of 
Christ's  Churches.  Every  Church  is,  therefore,  according  to 
Christ's  commission,  a  school.  And  as  both  the  preaching 
and  teaching  services  of  the  Church  are  to  be  conducted  on 
the  Lord's  day,  (which  is  commonly  called  Sunday  or  Sab- 
bath,) a  Sunday  or  Sabbath  school  is  required  by  Christ's 
commission  as  essential  to  a  Christian  Church. — Thomas 
Smyth.  D.V. 


CHAPTER  III. 

THE     TWO      SCHOOLS. 

*'  Thy  stranger  that  is  within  tliy  gates." — EXOD.  xx,  lo. 

"  Building  up  yourselves  on  your  most  holy  faith." — JUDE  20. 

'^  I  ^HE  theory  underlying  a  moral  instrument- 
"*■  ality  has  more  to  do  with  its  efficiency 
than  might  at  first  be  supposed.  The  prestige 
of  ecclesiastical  recognition,  and  much  more  of 
Divine  authority,  gives  great  advantage  to  any 
method  of  Christian  effort.  The  fact  that  it 
has  a  philosophical  fitness  at  once  ennobles  it  in 
the  esteem  of  men  who  judge  of  a  method  by 
its  antecedent  principles,  and  accept  what  is 
logically  true,  even  without  reference  to  its  effi- 
ciency in  practice. 

If  we  can  show  that  the  Church  school  has 
its  place  in  the  system  of  divine  methods,  a  vir- 
tual divine  authoritv^,  a  rational  basis.,  and  the 


40  The  Church  School. 

indorsement  of  early  example,  we  may  enlist 
val Liable  talent  in  its  support,  and,  on  the  other 
hand,  guard  with  greater  certainty  against  the 
lamentable  neglect  of  other  means  of  grace 
which  a  one-sided  view  of  the  Sunday  school 
has  occasioned. 

If  the  institution  is  regarded  as  a  substitute 
7 for  the  Christian  family,  we  need  not  be  sur- 
prised if  parents  accept  its  service,  and  neglect 
responsibilities  at  home  from  which  nothing  can 
justly  relieve  them.  If  we  make  it  a  substitute 
for  the  pulpit,  we  may  expect  its  members  to 
neglect  the  ministry  of  the  word,  and  thus 
foster  the  unpleasant  antagonisms  between 
"  Church  and  Sunday  school,"  between  "  Pastor 
and  Superintendent,"  over  which  so  many  faith- 
ful hearts  have  already  mourned.  If  it  is  for 
children  only,  since  children  in  these  days  so 
soon  pass  into  maturity,  becoming  adults  ten 
years  earlier  than  was  the  wont  a  century  ago, 
we  need  not  be  surprised  if  our  youth,  as  soon 
as  parental  restraint  is  relaxed,  drop  out  of  the 


The  Church  School.  41 

school,  and,  not  having  been  trained  to  attend 
"public  service,"  find  it  convenient  to  neglect 
that  also.  If  only  for  children,  since  it  is  com- 
monly supposed  that  labor  in  their  behalf  re- 
quires "  peculiar  gifts,"  and  these  not  always  in 
highest  repute  among  the  "  theologians,"  we 
need  not  be  surprised  that  large  numbers  of 
ministers  look  down  with  a  lofty  condescension 
upon  the  institution,  patronizingly  commend  it, 
and  then  neglect  it. 

But  before  the  Church  school  claims  our 
notice  we  must  look  to  another  form  of  evan- 
gelical labor,  now  and  for  the  past  century 
known  as  the  "  Sunday  school." 

The  pious  Jew,  in  obedience  to  God's  com- 
mand, taught  the  traditions  and  explained  the 
symbols  and  ceremonies  of  the  Jewish  faith  to 
^\  the  "  strangers  "  as  well  as  to  the  sons  of  his 
household.  The  truth  of  God  was  committed 
to  Israel  almost  exclusively  for  a  time,  that 
Israel  might  afterward  proclaim  it  to  all  nations. 
This    temporary  limitation  was  in  order  to  the 


42  The  Church  School. 

wider  extension  of  God's  kingdom.  For  cen- 
turies the  darkness  of  the  Gentile  world  felt  no 
ray  from  the  fire  God  was  kindling  upon  Jewish 
altars.  These  were  centuries  of  preparation. 
At  last  the  flames  blazed  up,  and  the  darkest 
darkness  of  Gentile  heathendom  was  lighted 
by  the  divine  truth.  The  Gospel  was  in  the 
tabernacle  and  the  temple  long  before  Parthians 
and  Medes,  Elamites,  Grecians,  and  Romans 
heard  of  it.  But,  true  to  its  divine  missionary 
impulse,  even  while  under  limitations  it  sought 
out  and  blessed  the  Gentiles  within  its  reach. 
It  could  not  yet  go  back  to  Egypt,  but  it  could 
care  for  the  Egyptians  who  followed  with  Israel 
the  pillar  of  cloud  and  of  fire.  The  **  mixed 
multitudes,"  "  the  strangers  "  of  the  camp,  were 
made  partakers  of  the  blessed  privileges  vouch- 
safed to  Israel.  To  this  home  missionary  cle- 
ment in  the  Jewish  system  we  call  attention. 

The  "  strangers  "  there  were  in  a  minority. 
The  Jewish  homes  absorbed  and  trained  them. 
Times  have  changed.     The  old  limitations  have 


The  Church   School.  43 

been  removed.  The  ivorld  is  now  our  parish. 
The  perishing  milhons  are  within  our  reach  ; 
but  the  Christian  home  may  no  longer  absorb 
and  educate  the  unchristian  element  of  society. 
We  could  not  by  any  possibility  bring  a  thou- 
sandth part  of  the  accessible  "  strangers "  to 
our  family  altars.  They  are  at,  but  not  within, 
our  gates.  They  will  not  come  to  the  sanctuar}^ 
Our  pastors  cannot  reach  them. 

Shall  these  "  strangers,"  provided  for  under 
the  Jewish,  be  neglected  under  the  Christian, 
dispensation  }  But  what  shall  we  do  }  Behold  in 
the  modern  mission  school  a  divine  provision  for 
the  new  necessity.  Coming  forth  from  the  fire- 
sides where  it  has,  like  the  ark  of  God,  abode 
for  centuries,  it  proposes  to  do  for  the  "  stran- 
gers "  to-day,  under  new  circumstances,  and  by 
different  methods,  what  it  formerly  did  within 
the  Hebrew  home.  The  God  who  established 
it  there  has  led  it  forth  for  a  larsrer  work.  It  is 
a  Christian  home  outside  of  home.  It  teaches 
children  who  never  received  religious   counsel 


44  The   Churl  h   School. 

from  father  or  mother  the  value  of  the  word 
of  God  and  of  prayer  to  God.  It  gives  them 
teachers  who  watch  over  their  souls  with 
mother-like  tenderness.  It  secures  for  them 
what  is  equivalent  to  pastoral  oversight.  It 
brin2;s  them  to  the  Church  and  the  Cross.  It 
l^uts  sacred  songs  upon  lips  that  have  been 
accustomed  to  curses.  It  raises  up  from  the 
heathen  masses  around  us  material  out  of 
which  are  made  consistent  Christians,  good 
citizens,  philanthropists,  teachers,  presidents 
and  professors  of  colleges,  preachers  and  mis- 
sionaries. The  mission  Sunday  school  is  thus 
a  substitute  for  the  family,  the  pulpit,  and  the 
pastorate.  It  does  for  the  "  stranger "  what 
the  parent  should  do  for  the  family. 

How  blessed  the  mission,  and  how  abundant 
the  successes  of  this  comparatively  modern  expe- 
dient for  saving  and  instructing  "  the  stranger 
within  our  gates ! "  It  is  John  the  Baptist 
pointing  the  untaught  multitudes  to  the  "  Lamb 
of  God."       It    is    the    true    crod-mother  of  the 


The  Church  School.  45 

Church,  folding  to  her  bosom  the  orphaned 
ones,  and  giving  them  up  in  holy  consecration 
to  God. 

But  our  Church  school  is  quite  another  insti- 
tution. It  is  composed  largely  of  the  children 
of  Church  members.  It  is  not  intended  to  be  a 
substitute  for  the  family,  the  pulpit,  the  pastor- 
ate, or  the  secular  school.  Nor  is  it  designed 
to  be  exclusively  a  children's  institution. 

What,  then,  is  the  Church  school  ?  It  is  that 
department  of  the  Church  of  Christ  in  which 
the  children,  youth,  and  adults,  of  the  Church 
and  community  are  thoroughly  trained  in  Chris- 
tian knowledge.  Christian  experience,  and  Chris- 
tian work.  It  co-operates  with  the  family  and; 
the  pulpit.  It  depends  upon  the  ministry  of 
the  HolvGhost.  It  takes  for  its  text-book  the 
Holy  Scriptures.  It  is  the  training  department 
of  the  Church.  It  is  not  merely  for  conversion. 
If  that  work  has  been  neglected  in  any  case, 
then  conversion  is  the  first  thing  to  be  sought. 
But  the  main  thing  in  the  Church  school  is  the 


46  I  HE  Church  School. 

development,  training,  and  growth  of  the  disci- 
ples, old  and  young.  It  is  not  merely  a  biblical 
school  for  intellectual  furnishing  in  divine  truth. 
It  is  for  spiritual  edification.  It  is  not  merely 
for  children,  but  for  Christians  of  all  ages.  As; 
preaching  and  the  accompanying  services  of 
the  sanctuary  are  for  children  as  well  as  adults, 
the  school  is  for  adults  as  well  as  children. 
Here  the  instructions  of  the  family,  the  secular 
school,  and  the  pulpit  are  supplemented  by  class 
recitation,  discussion,  and  conversation.  Here 
take  place  the  activity,  the  attrition  of  brain 
and  heart,  by  which  truth  is  made  clearer  to  the 
understanding,  and  gains  a  firm  hold  upon  the 
aftections.  And  this  is  indispensable  to  the 
highest  form  of  Christian  life. 

The  pulpit_  persuades.  It  also  fosters  the 
divine  life  by  the  frequent  reiteration  of 
the  prominent  doctrines  of  Scripture  by 
its  expositions,  arguments,  and  illustrations. 
But  the  Church  has  something  to  do  beyond 
the  persuasion  and  lecture-teaching  of  the  pul- 


The  Church  School.  47 

pit.  This  additional  work  has  been  admirably 
stated  by  the  Rev.  Augustus  William  Hare,  of 
England,  one  of  the  authors  of  "  Guesses  at 
Truth."  In  a  sermon  on  "  Grace  and  peace  be 
multiplied  unto  you  through  the  knowledge  of 
God  and  of  Jesus  our  Lord,"  he  says,  "  Oui 
foref^ers  carried  on  the  education  of  the  poor 
by  frequent  and  diligent  catechising ;  that  is, 
by  questioning  them  over  and  over  about  the 
great  truths  and  facts  and  doctrines  of  Chris- 
tianity. But.  now  that  preaching  is  looked  upon 
as  the  great  thing  in  every  Church,  this  cate- 
chising or  questioning  has  in  many  places  fallen 
into  disuse.  To  profit  by  a  sermon  a  man 
must  attend  to  it  ;  he  must  hear  it  thoroughly  ; 
he  must  understand  it ;  he  must  think  it  over 
with  himself  when  he  gets  home.  How  few  in 
any  congregation  will  go  to  all  this  trouble  ! 
You  come,  and  sit,  and  hear,  and  I  hope  are 
able  in  some  degree  to  follow  the  meaning  of 
what  I  say  to  you  from  the  pulpit  ;  yet  how  far 
is  this  from  the  understanding  and  the  knowl- 


48  The  Church  School. 

edge  by  which  grace  and  peace  are  to  be  multi- 
phed  !  But  when  a  person  is  catechised,  when 
he  is  asked  questions,  and  called  on  to  answer 
them,  he  must  think  ;  he  must  brace  up  his 
mind  ;  unless  he  is  determined  not  to  learn,  he 
can  scarce  help  being  taught  something.  And 
those  who  want  to  learn,  those  who  feel  a  wish 
to  improve,  and  to  grow  in  a  knowledge  of  their 
Lord  and  Master,  what  progress  must  they 
make  under  such  instruction  !  When  I  speak 
thus  of  catechising,  do  not  think  I  mean  to 
decry  preaching.  Both  are  useful  in  their  turns. 
Unless  the  mind  be  prepared  by  catechising, 
preaching  loses  half  its  use." 


For  when  for  the  time  ye  ought  to  be  teachers,  ye  have 
need  that  one  teach  you  again  which  be  the  first  principles  of 
tlic  oracles  of  God  ;  and  are  become  such  as  have  need  of 
milk,  and  not  of  strong  meat.  For  every  one  that  useth  milk 
is  unskillful  in  the  word  of  righteousness  :  for  he  is  a  babe. 
But  strong  meat  belongeth  to  them  that  are  of  full  age,  even 
those  who  by  reason  of  use  have  their  senses  exercised  to 
discern  both  good  and  evil. 

Hebrews  v,  12,  affordeth  us  many  observations  suitable  to 
our  present  busines.  As,  i.  That  God's  oracles  must  be 
man's  lessons ;  2.  Ministers  must  teach  these,  and  people 
must  learn  them;  3.  The  oracles  of  God  have  some  principles 
or  fundamentals  that  all  must  know  that  will  be  saved: 
4.  These  principles  must  be  first  learned  ;  5.  It  may  be  well 
expected  that  people  thrive  in  knowledge  according  to  the 
means  of  teaching  which  they  possess — and  if  they  do  not,  it 
is  their  sin ;  6.  If  any  have  lived  long  in  the  Church  under  the 
means  of  knowledge  and  yet  be  ignorant  of  these  first  principles, 
tlicy  have  need  to  be  taught  them  yet,  how  old  soever  they 
m.^y  be. — Baxter. 


CHAPTER  IV. 

THE  SCHOOL  METHOD  DEMANDED. 

I      Sitting  in  the  midst  of  tlie  doctors,  both  hearing  them,  and 
asking  them  questions. — Luke  ii,  46. 

''  I  ^HE  Church  school  is  a  necessity  of  Chris- 
tian  hfe.  Growth  in  grace  is  connected 
with,  and  is  in  some  measure  dependent  upon, 
growth  in  knowledge.  Growth  in  knowledge  is 
attained  by  the  observance  of  intellectual  laws. 
These  laws  are  not  abrogated  by  the  Gospel, 
but  remain  in  force  so  long  as  man  is  a  thinking 
being. 

In  the  acquisition  of  knowledge  and  in  the 
development  of  mental  power  there  must  be 
more  than  simple  reception  and  acceptation  of 
statements  by  another.  Telling  a  thing  to  a  pupil 
comes  far  short  of  teaching.  Simple  hearing  of 
the  thing  told,  so  as  to  know  it,  comes  far  short 


52  The  Church  School. 

of  true  study.  There  must  be  effort  on  the  part 
of  the  pupil.  He  must  think.  The  teacher  must 
provoke  his  thought,  must  set  him  at  work  in 
a  way  that  will  cause  him  to  think  after  the 
teacher  has  withdrawn  from  his  presence. 

This  necessity  of  thinking  and  of  growth 
imposes  upon  the  teacher  and  the  pupil  the 
necessity  of  question  and  answer — the  ecJioiiig 
back  from  one  to  another — the  purposed 
"  putting "  of  a  subject  to  a  student  that 
compels  him  to  add  a  thought  or  make  and 
report  a  discovery  of  his  own  concerning  that 
subject. 

We  may  call  the  method  of  teaching  what 
we  please — "discussion,"  **  disputation,"  ''con- 
versation," "  question  and  answer,"  '*  interlocu- 
tory discourse,"  or  '' catechization  " — but  the 
thing  itself  we  must  have  in  order  to  the 
attainment  of  Christian  knowledge.  It  is  a 
method  which  obtains  universally  in  the  secular 
department  of  education.  There  can  be  no 
thorough  teaching  without  it. 


The  Church  School.  53 

Preaching  is  in  many  places  the  only  method 
of  religious  training — the  only  form  of  the 
Church  school  which  is  employed.  The  lam- 
entable consequences  are  apparent  in  the 
superficiality  of  the  people  in  Bible  knowl- 
edge. We  may  report  of  too  many  Christians 
of  our  day  what  the  pious  Baxter  wrote  con- 
cerning those  who  attended  upon  his  ministry, 
and  yet  neglected  the  catechetical  methods 
which  he  so  strenuously  advocated.  He  says  : 
"  I  am  daily  forced  to  admit  how  lamentably 
ignorant  many  of  our  people  are  that  have 
seemed  diligent  hearers  of  me  these  ten  or 
twelve  years,  while  I  spoke  as  plainly  as  I  was 
able  to  speak.  Some  know  not  that  each 
person  in  the  Trinity  is  God  ;  nor  that  Christ 
is  God  and  man ;  nor  that  he  took  his  human 
nature  into  heaven  ;  nor  many  the  like  neces- 
sary principles  of  our  faith.  Yea,  some  that 
come  constantly  to  private  meetings  are  found 
grossly  ignorant  ;  whereas  in  one  hour's  famil- 
iar instruction  of  them  in  private  they  seem  to 


54  The  Church  School. 

understand  more,  and   better  entertain  it,  than 
in  all  their  lives  before." 

No  one  in  the  history  of  the  Christian  Church 
has  pleaded  with  abler  argument  or  intenser 
zeal  than  Richard  Baxter  for  the  revival  of  the 
original,  apostolic  and  Christly  system  of  cate- 
chisation,  in  order  to  thorough  religious  train- 
ing. Two  hundred  years  ago  he  uttered  appeals 
in  this  behalf  which  may  well  be  repeated  in  the 
ears  of  the  saints  to-day.  We  make  an  extract 
from  the  preface  to  his  "  Reformed  Pastor," 
written  in  1656,  in  which  he  addresses  the 
ministers  of  his  county,  who,  having  been 
*'  awakened  to  a  sense  of  their  duty  in  the  work 
of  catechising  and  private  instruction  of  all  in 
their  parishes,"  had  convened  at  Worcester  to 
"  humble  themselves  before  the  Lord  for  their 
long  neglect  of  so  great  and  necessary  a  duty," 
and  to  engage  *'  in  earnest  prayer  to  God  for 
the  pardon  of  their  neglect,  and  for  his  special 
assistance  in  the  work  that  they  had  under- 
taken, and  for  the  success  of  it  with  the  people 


The  Church  School.  55 

whom  they  were  engaged  to  instruct."  He 
says  :  ''  I  bless  the  Lord  that  I  have  Hved  to 
see  such  a  day  as  this,  and  to  be  present  at  so 
solemn  an  engagement  of  so  many  servants  of 
Christ  to  such  a  work.  I  bless  the  Lord  that 
hath  honored  you  of  this  county  to  be  the 
beginners  and  awakeners  of  the  nation  here- 
unto. It  is  not  a  controverted  business,  where 
the  exasperated  minds  of  divided  men  might 
pick  quarrels  with  us,  or  malice  itself  be  able  to 
invent  a  national  reproach  ;  nor  is  it  a  new 
invention,  where  envy  might  charge  you  as 
innovators,  or  proud  boasters,  of  any  new  dis- 
coveries of  your  own  ;  or  scorn  to  follow  in  it 
because  you  have  led  the  way.  No  ;  it  is  a 
well-known  duty.  It  is  but  the  more  diligent 
and  effectual  management  of  the  ministerial 
work,  and  the  teaching  of  our  principles,  and 
the  feeding  of  babes  with  milk.  You  lead  in- 
deed, but  not  in  invention  of  novelty,  but  the 
restoration  of  the  ancient  ministerial  work,  and 
the   self-denying  attempt  of  a  duty  that  few  or 


56  The  Church  School. 

none  can  contradict.  I  know  that  the  pubhc 
preaching  of  the  Gospel  is  the  most  excellent 
^  means,  because  we  speak  to  many  at  once  ;  but, 
otherwise,  it  is  usually  far  more  effectual  to 
preach  it  priyately  to  a  particular  sinner  ;  for 
the  plainesi_man  that  is  can  scarcely  speak 
plain  enough  in  public  for  them  to  understand  ; 
but  in  private  we  may  much  more.  In  public 
we  may  not  use   such  homely  expressions,  or 

1  repetitions,   as  their  dullness  doth  require,  but 
in  private  we  may.     In  public  our  speeches  are 
long,   and  we  quite  overrun  their  understand- 
ings and  memories,  and  they  are  confounded  and 
I  at  a  loss,  and  not  able   to  follow   us,   and  one 
thing  drives  out  another,  so  that  they  know  not 
:  what  we  said ;  but  in  private  we  can  take  our 
;  work  gradatim,  and  take  our  hearers  with  us  as 
v/e  go  ;  and  by  questions  and  their  answers  can 
see  how  far  they  go  with  us,  and  what  we  have 
next  to  do.     In  public,  by  length  and  speaking 
^ilone,  we  lose  their  attention  ;  but  when  they 
are  interlocutors,  we  can  easilv  cause   them  to 


The  Church  School.  57 

attend.  Besides  that,  we  can,  as  we  above  said, 
better  answer  the  objections,  and  engage  them 
by  promises  before  we  leave  them,  which  in 
pubhc  we  cannot  do.  I  conclude,  therefore, 
that  public  preaching  will  not  be  sufficient  ;  for 
though  it  may  be  an  effectual  means  to  convert 
many,  yet  not  so  many  as  experience  and  God's 
appointment  of  further  means  may  assure  us. 
You  may  long  study  and  preach  to  little  pur- 
pose if  you  neglect  this  duty." 

The  question  is  not  between  preaching 
and  catechisation,  as  to  which  is  the  divine 
ordinance.  We  accept  and  plead  for  both  as 
necessary  methods  of  winning,  and  then  of 
training,  souls  for  Christ.  As  good  Thomas 
Fuller,  in  1661,  said  of  the  "  Faithful  Minister," 
"  He  doth  710 1  clash  God's  ordinances  to  sect  Jiei' about 
precedence — not  making  odious  comparisons  be- 
twixt prayer  and  preaching,  preaching  and  cate- 
chising, public  prayer  and  private,  premeditate 
and  extempore.  When,  at  the  taking  of  New 
Carthage,    in    Spain,    two    soldiers    contended 


58  The  Church  School. 

about  the  mural  crown,  due  to  him  who  first 
cUmbed  the  walls,  so  that  the  whole  army  was 
thereupon  in  danger  of  division,  Scipio,  the  gen- 
eral, said  he  knew  that  they  both  got  up  the 
"^  wall  together,  and  so  gave  the  scaling  crown  to 
them  both.  Thus  our  minister  compounds  all 
controversies  betwixt  God's  ordinances  by  prais- 
ing them  all,  practicing  them  all,  and  thanking 
God  for  them  all." 

Referring  to  catechising,  George  Herbert  in 
the  "  Country  Parson  "  says  :  "  This  practice 
exceeds  even  sermons  in  teaching ;  but  there 
are  two  things  in  sermons,  the  one  informing, 
the  other  inflaming  ;  as  sermons  come  short  of 
questions  in  the  one,  so  they  far  exceed  them  in 
the  other."  "  Although  we  know,"  says  Trapp, 
"  that  which  we  ask  of  others  as  well  as  they  do, 
yet  good  speeches  will  draw  us  to  know  it  better 
by  giving  occasion  to  speak  more  of  it,  where- 
with the  Spirit  works  more  effectually  and 
imprints  it  deeper,  so  that  it  shall  be  a  more 
rooted  knowledge  than  before," 


The  Church  School.  59 

Says  Matthew  Henry :  "  We  sharpen  ourselves 
by  quickening  others,  and  improve  our  knovvlJ 
edge  by  communicating  it  for  their  edification.' 

"  The  catechetical  mode,"  says  Bridges  in 
his  "  Christian  Ministry,"  "  is  decidedly  the 
most  effective  to  maintain  attention,  elicit  intel- 
ligence, convey  information,  and,  most  of  all,  to 
apply  the  instructions  to  the  heart." 

The  biographer  of  Archbishop  Usher  says  : 
"  He  found  catechising  an  excellent  way  to  build 
up  souls  in  the  most  holy  faith ;  and  that  none 
were  more  sound  and  serious  Christians  than 
those  who  were  well  instructed  in  these  funda- 
mental principles.  This  was  the  way  Reforma- 
tion was  advanced,  in  Europe,  and  Christianity 
in  the  primitive  days  ;  and  this  will  be  found 
the  principal  way  to  keep  them  alive,  to  main- 
tain their  vigor  and  flourish.  The  first  Refor- 
mers from  the  Popish  defection  labored  abun- 
dantly in  this,  and  saw  and  rejoiced  in  the  great 
success  thereof.  It  is  affirmed  by  Egesippus  in 
his   Ecclesiastical   History,  "  That  by  virtue  of 


6o  The  Church  School. 

catechising  there  were  few  nations  in  the 
world  (I  think  he  says  none)  but  what  had  re- 
ceived an  alteration  in  their  heathenish  religion 
within  forty  years  after  the  Passion  of  Christ. 
And  I  have  read  it  as  an  usual  complaint  of 
iSome  Jesuits,  that  they  found  there  was  but 
I  little  hope  of  bringing  back  to  the  Romish 
Church,  or  of  unsettling  or  discomposing,  such 
Reformed  Churches  as  were  constant  and  seri- 
ous in  the  use  of  catechisins;." 

The  necessity  of  the  school  method  thus  ac- 
knowledged, we  are  not  surprised  to  find  Bax- 
ter, Usher,  and  other  divines  of  a  former  evan- 
gelical and  fervent  age,  recommending  measures 
of  training,  in  substance  the  very  same  as  those 
that  we  now  enjoy.  The  form  of  the  service  is 
the  outgrowth  of  the  thought  and  life  and  genius 
of  the  Gospel.  Sabbath,  or  properly  Church, 
schools  are  necessities  of  a  vigorous  religious 
condition.  Hear  Baxter  counsel  the  pastors  of 
his  time  concerning  the  advices  to  be  given 
heads  of  families  : 


The  Church  School,  6i 

**  Direct  them  how  to  spend  the  Lord's  day  ; 
how  to  dispatch  their  worldly  businesses,  so  as 
to  prevent  incumbrances  and  distractions  ;  and 
when  they  have  been  at  the  assembly,  how  to 
spend  their  time  in  their  families.  The  life  of 
religion  lieth  much  on  this,  because  poor  people 
have  no  other  free  considerable  time  ;  and  there- 
fore if  they  lose  this  they  lose  all,  and  will  re- 
main ignorant  and  brutish.  Especially  persuade 
them  to  these  two  tilings:  If  they  cannot  repeat] 
the  sermon,  or  othei^uuise  spend  the  time  profitably 
at  home,  that  they  take  their  family  with  them, 
and  go  to  some  godly  neigJibor  that  spends  it  bet- 
ter, that,  by  joining  with  them,  they  may  have 
the  better  help.  That  the  master  of  the  family 
will  every  Lord's  day,  at  night,  cause  all  his 
family  to  repeat  the  Catechism  to  him,  and  give 
him  some  account  of  what  they  have  learned 
in  public  that  day." 

This,  then,  is  the  very  necessity  of  Christianity. 
The  Churches  of  this  age  in  which  the  school 
and  its  distinctive  methods  prevail  are  the  most 


62 


The  Church  School. 


vigorous  and  successful.  We  have  found  the 
evangehcal  forces  of  the  EngUsh  Reformation 
strugghng  after  the  same  method.  We  shall 
find  that  they  obtained  in  the  early  ages  of  the 
Church,  in  the  days  of  the  apostles,  and  in  the 
days  of  Christ. 


There  were  four  sorts  of  teaclicrs  and  teaching  of  the  law 
among  the  Jews  :  i.  In  every  city  and  towni  there  was  a  school 
where  children  were  taught  to  read  the  law ;  and  if  there 
were  any  town  where  tliere  was  not  such  a  school,  the  men  of 
the  place  stood  excommunicate  till  such  a  one  was  erected. 
2.  There  were  the  public  preachers  and  teachers  of  the  law 
in  their  synagogues,  most  commonly  the  fixed  and  settled 
ministers  and  a/ige/i  ccclesur,  and  sometimes  learned  men  that 
came  in  occasionally.  3.  There  were  those  that  had  their 
midrashot/iy  or  kept  "  divinity  schools,"  in  which  they  ex- 
pounded the  law  to  their  scholars  or  disciples,  of  which  there 
is  exceeding  frequent  mention  among  the  Jewish  writers, 
especially  of  the  schools  of  Hillel  and  Shammai.  Such  a 
divinity  professor  was  Gamaliel.  4.  And,  lastly,  the  whole 
Sanhedrin  in  its  session  was  as  the  great  school  of  the  nation, 
as  well  as  the  great  judicatory ;  for  it  set  the  sense  of  the  law, 
especially  in  matters  practical,  and  expounded  Moses  with 
such  authority  that  their  gloss  and  determination  was  an  ij>se 
dixit — a  positive  exjrosition  and  rule,  that  might  not  be 
questioned  or  gainsaid. — Lightfoot. 

And  Ezra  opened  the  book  in  the  sight  of  all  the  people ; 
for  he  was  above  all  the  people  ;  and  when  he  opened  it,  all 
the  people  stood  up :  and  Ezra  blessed  the  Lord,  the  great 
God.  And  all  the  people  answered.  Amen,  Amen,  with  lift- 
ing up  their  hands :  and  they  bowed  their  heads,  and  wor- 
shiped the  Lord  with  their  faces  to  the  ground.  Also 
Jeshua,  and  Bani,  and  Sherebiah,  Jamin,  Akkub,  Shabbethai, 
Ilodijah,  Maaseiah,  Kelita,  Azariah,  Jozabad,  Hanan,  Pelaiah, 
and  the  Levites,  caused  the  people  to  understand  the  law  : 
and  the  people  stood  in  their  place.  So  they  read  in  the  book 
in  the  law  of  God  distinctly,  and  gave  the  sense,  and  caused 
them  to  understand  the  reading. 


CHAPTER  V. 

THE    EARLIER    AGES. 

Giving  all  diligence,  add  to  your  faith  virtue;  and  to 
>irtue,  knowledge. — 2  Peter  i,  5. 

T  F  the  principles  we  have  announced  be  cor- 
-^  rect,  we  may  expect  to  find  in  the  primitive 
Church  something  corresponding  to  the  insti- 
tution we  have  described.  That  it  should  be 
in  exact  resemblance  to  the  school  of  our  times 
is  not  necessary  to  establish  their  identity. 
In  many  respects  the  other  religious  services 
of  the  first  and  nineteenth  centuries  widely 
difier. 

No  divinely  authorized  mode  of  government 
or  worship  is  laid  down  in  the  New  Testament. 
The  early  Christians  probably  followed  the 
forms  of  the  Jewish  synagogue,  to  which  they 
had  alwavs  been  accustomed,  with  such  modi- 


66  The  Church  School. 

fications  as  the  example  of  Jesus  and  the 
conditions  and  social  characteristics  of  their 
community  demanded.  Love  for  the  Master, 
familiarity  with  his  simple  ways,  fellowship  in 
his  sorrow,  and  an  eager  looking  for  his  second 
coming,  must  have  given  to  the  religious  wor- 
ship of  these  Christians  a  beautiful  simplicity 
and  spontaneity.  Their  remembrance  of  "  the 
words  of  the  Lord  Jesus,"  daily  recalled  by  the 
oral  testimony  of  those  who  were  eye-wdtnesscs 
of  his  life  and  inspired  reporters  of  his  teach- 
ings ;  the  new  significance  of  the  Old  Testa- 
ment Scriptures  ;  their  faith  in  the  word  as  an 
instrument  of  salvation — all  these  combined  to 
give  a  deep  interest  to  the  constant  study  and 
practical  application  of  the  truth.  It  is  simply 
impossible  to  suppose  that  in  those  days  of 
vivid  experience  and  intense  activity  the  serv- 
ices of  Christians  were  limited  to  the  formal 
modes  of  our  modern  Churches.  We  learn 
that  "they  continued  steadfastly  in  the  apostles' 
doctrine,"   the  "  word  of  Christ  dwelt  in  them 


The  Church  School.  6/ 

richly,"  and  in  all  wisdom  they  taught  and 
admonished  one  another.  Several  facts  aid 
us  in  answering  the  question,  How  did  the 
primitive  Christians  thus  teach  and  edify  each 
other  ? 

They  were  undoubtedly  guided  by  their  Afas- 
ters  example,  for  they  remained  in  the  world  to 
fulfill  his  commission  :  "  Make  disciples,  baptize, 
instruct."  Jesus  was  pre-eminently  "  the  Great 
Teacher."  He  taught  wisely,  lovingly,  authori- 
tatively, illustratively,  patiently,  effectively.  He 
abounded  in  questions.  He  quickened  his  list- 
less auditors  into  a  questioning  mood  them- 
selves, and  then  by  divine  art  threw  back  their 
own  questions  upon  themselves  to  find  unex- 
pected, irresistible  answers  in  themselves.  He 
used  nature.  Painter  nor  poet  ever  used  it  so 
felicitously  and  w^orthily.  He  used  the  Old  Tes- 
tament Scriptures  in  his  prayers  and  conversa- 
tions and  sermons,  holding  up  in  new  lights  the 
old  gems  until  they  glittered  like  freshly  cut 
diamonds.     His  life  and    ministry  represented 


68  TiiK  Church  School. 

the  Church  itself  in  the  world — publishing 
salvation,  proclaiming  new  truths,  persuading 
men  to  accept  them,  and  wisely  training  the 
men  thus  won  in  experience  and  service.  His 
methods  were  rather  those  of  the  modern  school 
than  of  the  modern  pulpit.  By  questions,  con- 
versations, and  illustrations,  he  excited  the 
minds  of  his  disciples  to  self-activity.  His 
longest  addresses  were  frequently  in  reply  to 
some  inquiry  which  his  own  teachings  had 
awakened.  His  "  What  is  wTitten  in  the  law .?" 
"  How  readest  thou  ? "  "  Understandest  thou 
this.?"  "What  reason  ye  in  your  hearts  .-^ " 
"  Have  ye  not  read  what  David  did  }  "  "  Is  it 
lawful  on  the  Sabbath  days  to  do  good  ?  "  all 
these  are  after  the  manner  of  the  teacJicVy  who 
awakens  and  dnnvs  out  the  mind  of  the  pupil. 
And  even  after  his  public  addresses  or  sermons, 
in  which  he  spake  the  word  to  the  people  "  as 
they  were  able  to  hear  it,"  "  when  they  were 
alone,  he  expounded  all  things  to  his  disciples." 
Familiar  with   his  words  and   modes,  the  early 


The  Church  School.  69 

disciples  went  forth  to  "preach  and  to  teach  in 
his  name."  * 

The  early  Church  undoubtedly  followed  very 
closely  the  methods  of  tJie  synagogue.^  There 
the  word  of  God  was  not  only  read,  but  ex- 
pounded, and  this  in  addition  to  the  regular 
discourse  or  sermon.     Vitringa,  in  referring  to 

*  Doth  the  number  we  speak  to  make  it  preaching,  or  doth 
interlocution  make  it  none  ?  Surely  a  man  may  as  truly 
preach  to  (me  as  to  a  thousand  ;  and,  as  is  aforesaid,  if  you 
search,  you  will  find  that  most  of  the  Oospel  preaching  in^, 
those  days  was  by  conference,  or  serious  speeches  to  people 
occasionally,  and  frequently  interlocutory ;  and  that  with  one, 
two,  or  more,  as  opportunity  served.  Thus  Christ  himself  did 
most  commonly  preach. — Baxter, 

t  Very  few  particulars  are  given  of  the  regulations  estab- 
lished, of  the  appointment  of  the  several  orders  of  ministers, 
of  the  Divine  service  celebrated,  or,  in  short,  of  any  of  the 
details  of  matters  pertaining  to  a  Christian  Church.  One 
reason  for  this,  probably,  was  that  a  Jewish  synagogue,  or  a 
collection  of  synagogues  in  the  same  neighborhood,  became  at 
once  a  Christian  Church  as  soon  as  the  worshipers,  or  a  con- 
siderable portion  of  them,  had  embraced  the  Gospel,  and  had 
separated  themselves  from  unbelievers.  They  had  only  to 
make  such  additions  to  their  public  service,  and  such  altera- 
tions, as  were  required  by  their  reception  of  the  Gospel,  leav- 
ing every  thing  else  as  it  was. — Archbishop  Whately. 


/o  The  Church  School. 

this  point,  says  :  "  There  was  first  read  a  por- 
tion of  the  law,  which  was  explained  by  a 
running  commentary  ;  so  that  the  discourses 
in  the  ancient  synagogues  were  not  at  all 
similar  to  the  sermons  of  the  present  day,  but 
were  rather  exegeses  and  paraphrases  of  what 
was  either  remarkable  or  obscure  in  the  portion 
read.  But  besides  the  running  commentary  or 
paraphrase,  there  was  frequently  a  discourse 
(analogous  to  our  sermon)  after  the  usual  service 
of  the  synagogue."  But  this  was  not  all,  for 
either  in  the  synagogue  proper,  or  in  an  ad- 
joining room,  after  the  regular  service,  discus- 
sions and  more  thorough  investigations  of  the 
truth  were  carried  on.  To  these  ''disputations" 
reference  is  frequently  made  in  the  New  Testa- 
ment. "  Then  there  arose  certain  of  the  syna- 
gogue, which  is  called  the  synagogue  of  the 
Libertines,  and  Cyrenians,  and  Alexandrians, 
and  of  them  of  Cilicia  and  of  Asia,  disputing 
with  Stephen.  And  they  were  not  able  to 
resist  the  wisdom  and  the  spirit  by  which  he 


The  Church  School.  71 

spake."  "Bat  Saul  increased  the  more  in 
strength,  and  confounded  the  Jews  which  dwelt 
at  Damascus,  proving  that  this  is  very  Christ." 
"  And  he  spake  boldly  in  the  name  of  the  Lord 
Jesus,  and  disputed  against  the  Grecians  :  but 
they  went  about  to  slay  him."  At  Ephcsus  he 
"went  into  the  synagogue,  and  spake  boldly  for 
the  space  of  three  months,  disputing  and  per- 
suading the  things  concerning  the  kingdom  of 
God."  *  All  Jews  were  admitted  to  these  con- 
versations, and  all  allowed  to  ask  questions. 
The  reading  and  preaching  of  the  synagogue 
were  followed  by  teaching  and  searching  the 
Word.     Kitto  says  : 

"  In  the  Jerusalem  Talmud,  a  tradition  is 
alleged  that  there  had  been  at  Jerusalem  four 
hundred  and  sixty  synagogues,  each  of  which 
contained  an  apartment  for  the  reading  of  the 
law,  and    another  for  the  meeting  of  men.  for 

♦"Disputing  and  persuading" — ^laJ^nyonzvoq  kol  Trel&uv. 
**  Holding  conversations  with  them  in  order  to  persuade  them 
of  the  truth  of  the  doctrine  of  Christ."— Clarke, 


*J2  The  Church  School. 

inquiry,  deep  research,  and  instniction.  Such 
a  meeting-hall  is  called  by  the  Talmudists 
::ii-?2  T:iy  that  is,  an  apartment  where  lectures 
were  given  or  conversations  held  on  various 
subjects  of  inquiry.  There  were  three  of  these 
meeting-places  in  the  temple,  and  in  all  of 
them  it  was  the  custom  for  the  students  to  sit 
on  the  floor,  while  the  teachers  occupied  raised 
seats  ;  hence  Paul  describes  himself  as  having, 
when  a  student,  'sat  at  the  feet  of  Gamaliel.' 
Acts  xxii,  3.  There  are  many  hints  in  the 
Talmud  which  throw  light  upon  the  manner  of 
proceeding  in  these  assemblies.  Thus  a  stu- 
dent asked  Gamaliel  whether  the  evening  prayer 
was  obligatory  by  the  law  or  not.  He  answered 
in  the  affirmative,  on  which  the  student  in- 
formed him  that  R.  Joshua  had  told  him  that  it 
was  not  obligatory.  '  Well,'  said  Gamaliel, 
'  when  he  appears  to-morrow  in  the  assembly, 
step  forward  and  ask  him  the  question  again.' 
He  did  so,  and  the  expected  answer  raised  a 
discussion,   a   full   account  of  which  is  given. 


The  Church  School.  73 

The  meeting-places  of  the  wise  stood  mostly  in 
connection  with  the  synagogues  ;  and  the  wise 
or  learned  men  usually  met  soon  after  divine 
worship  and  reading  were  over  in  the  upper 
apartment  of  the  synagogues,  in  order  to  discuss 
those  matters  which  required  more  research 
and  inquiry.  The  pupils  or  students  in  those 
assemblies  were  not  mere  boys  coming  to  be 
instructed  in  the  rudiments  of  knowledge,  but 
men  or  youths  of  more  or  less  advanced  edu- 
cation, who  came  thither  either  to  profit  by 
listening  to  the  learned  discussions,  or  to  par- 
ticipate in  them  themselves.  These  meetings 
were  public,  admitting  any  one  though  not  a 
member,  and  even  allowing  him  to  propose 
questions.  These  assemblies  and  meetings  were 
still  in  existence  in  the  time  of  Christ  and  his 
apostles." 

In  the  light  of  all  the  facts  we  understand 
the  allusions  of  the  apostle  to  the  customs  of 
the  early  Christians.  They  met  to  sing  and 
pray  and  hear  the  truth.     But  they  also  con- 


74  The  Church  School. 

versed  as  in  the  days  of  Malachi  when  "  they 
that  feared  the  Lord  spake  often  one  to  another  ; 
and  the  Lord  hearkened,  and  heard  it,  and  a 
book  of  remembrance  was  written  before  him 
for  them  that  feared  the  Lord,  and  that  thought 
upon  his  name."  Thus  did  the  early  saints 
edify  each  other. 

This  also  explains  the  counsels  of  the  apos- 
tle in  I  Cor.  xiv,  26-33,  where  he  guards  this  lib- 
erty of  the  Church  against  abuse.  The  prophecy 
of  Joel  had  been  fulfilled,  (ii,  28,  29,)  and  even 
upon  "servants"  and  "handmaids"  the  Spirit 
had  been  poured  out.  Paul  warned  against  ex- 
travagance, and  condemned  the  noisy,  unedify- 
ing,  unsatisfactory  rhapsodizing  of  some  Corin- 
thian Christians.  There  were  in  the  first  cen- 
tury (as  there  are  in  the  nineteenth)  disciples 
who  had  "  a  zeal  of  God,  but  not  according 
to  knowledge." 

The  high  estimate  placed  upon  the  study  of 
the  Word  by  Christ,  the  apostles,  and  the  Chris- 
tian  Fathers,   must   have   produced    its   effect 


The  Church  School.  75 

upon  the  early  Church.  In  the  days  of  Moses 
the  instruction  of  youth  by  their  parents  in  the 
law  of  God  had  been  commanded.  This  practice 
is  beautifully  illustrated  in  the  case  of  Timothy, 
to  whom  Paul  refers  in  his  second  Epistle,  (i,  5  ; 
iii,  15.)  In  the  ]\IisJina  it  is  written,  "At  five 
years  of  age  let  children  begin  the  Scripture  ;  at 
ten  the  Mishna,  and  at  thirteen  let  them  be 
subjec'. s  of  the  law."  Schools  were  organ- 
ized for  the  purpose  of  training  Jewish  youth. 
Even  the  day-schools  of  Judaism  were  Bible- 
schools.  Dr.  Wordsworth,  referring  to  Jesus  in 
the  temple  at  twelve  years  of  age,  says  :  "■  Our 
blessed  Lord  submitted  to  be  catechised,  ac- 
cording to  the  order  and  usage  of  the  Jewish 
Church.  Our  Lord  .  .  .  was  a  Hebrew  cate- 
cJuunen.  The  child  Jesus  submitting  to  be 
catechized  by  the  authorized  teachers  of  God's 
law  in  God's  house  is  thus  an  example  to  all 
Christian  children,  and  teaches  them  to  come 
and  be  catechised  by  the  ministers  of  his 
Church  in  the  house  of  God.     He  also  thu.s 


"jS  The  Church  School. 

teaches  Christian  parents  to  send  their  chil- 
dren to  be  catechised  by  the  appointed  teachers 
of  the  Christian  law.  And  he  declares  the 
great  importance  of  catechising  in  the  Christian 
Church.  And  the  Holy  Spirit  of  God,  by  select- 
ing this  incident  cf  Christ's  childhood  for  per- 
petual commemoration  in  the  Gospel,  shows  the 
great  importance  of  the  practical  and  doctrinal 
inference  to  be  derived  from  it." 

Thus  Dr.  Howson  refers  to  the  childhood  of 
St.  Paul :  ''  His  religious  knowledge,  as  his  years 
advanced,  v.-as  obtained  from  hearing  the  law 
read  in  the  synagogue,  from  listening  to  the 
arguments  and  discussions  of  learned  doctors, 
and  from  that  habit  of  questioning  and  answer- 
ing which  was  permitted  even  to  the  children 
among  the  Jews."  * 

*  '•  As  to  the  questioning,  great  liberty  was  allowed  to  audit- 
ors and  students  in  this  respect— the  sjstem.  of  instruction 
being,  to  a  certain  extent,  interrogative,  and  students  being 
encouraged  to  propose  their  doubts  and  difficulties,  and  to  put 
any  questions  which  the  thirst  of  knowledge  suggested,  to 
those  supposed  to  be  able,  from  their  position  ^.nd  attain- 
ments, to  afford  an  authoritative  solution." — Kitto. 


Tin:  Church  School.  77 

This  precedent  was  not  forgotten  by  tie  early 
disciples.  Dr.  Mosheim,  in  his  "  Ecclesiastical 
History,"  (first  century,)  says  that  "  Christians 
took  all  possible  care  to  accustom  their  children 
to  the  study  of  the  Scriptures,  and  to  instruct 
them  in  the  doctrines  of  their  holy  religion  ; 
and  schools  were  every-where  erected  for  this 
purpose,  even  from  the  commencement  of  the 
Christian  Church." 

"  Ansgarius,  the  chief  apostle  of  the  north- 
ern nations,  not  only  preached  the  Gospel  to 
these  barbarians,  but  established  schools  for 
the  instruction  of  youth  in  religion  and  let- 
ters."— Home. 

"  St.  John  founded  the  catechetical  school  of 
Ephesus,  St.  Mark  that  of  Alexandria,  and  Poly- 
carp  that  of  Smyrna.  Here  the  seeds  of  the 
Gospel  were  first  sown  in  the  young  and  ductile 
mind,  before  the  propensities  of  more  mature 
age  had  obstructed  their  growth.  The  difficul- 
ties which  might  have  accompanied  instruction 
merely    private    were    lessened,    both    to    the 


78  The  Church  School. 

teachers  and  their  disciples  ;  and  the  experience 
of  succeeding  ages  has  only  served  to  confirm 
the  consummate  wisdom  and  utility  of  these 
apostolical  establishments,  by  displaying  more 
fully  the  advantages  of  early  piety  and  religious 
education." — Ketfs  Bampion  Lectures. 

"  We  must  not  confound  the  schools  designed 
only  for  children  with  the  gymnasia,  or  acade- 
mies of  the  ancient  Christians,  erected  in  several 
large  cities,  in  which  persons  of  riper  years, 
especially  such  as  aspired  to  be  public  teachers, 
were  instructed  in  the  different  branches,  both 
of  human  learning  and  of  sacred  erudition.  We 
may,  undoubtedly,  attribute  to  the  apostles 
themselves,  and  their  injunctions  to  their  disci- 
ples, the  excellent  establishments  in  which  the 
youth  destined  to  the  holy  ministry  received  an 
education  suitable  to  the  solemn  office  they  were 
about  to  undertake."  (2  Tim.  ii,  2.) — MosJieim. 

V/hen  Aquila  and  Priscilla  opened  a  school 
in  their  own  house  for  Apollos,  to  teach  him 
how  to   preach    '  the  way  of   God    more    per- 


The  Church  School.  79 

fectly,'  what  did  they  really  do  for  that  young 
minister  but  that  vvhich  Sunday  school  teachers 
are  doing  every  week  in  the  year,  and  must  do 
if  we  are  to  maintain  apostolic  preaching  among 
us  ?  They  brought  their  knowledge  of  the  Scrip- 
tures, their  experience  of  the  Gospel,  to  aid  this 
promising  minister  of  Christ  in  the  important 
work  which  he  had  undertaken." — Dr.  Tyng. 

This  high  appreciation  of  the  word,  its  use 
in  the  family,  the  school,  the  synagogue,  and 
the  "assembly  of  the  wise,"  accounts  for  the 
perfect  familiarity  with  it  which  the  apostles 
evince  in  their  recorded  discourses.  One  is 
struck  with  this  in  Peter's  sermon  on  the  day 
of  Pentecost,  in  Stephen's  final  address,  and  in 
Paul's  speech  at  Antioch. 

In  view  of  all  these  facts  Vv-e  cannot  suppose 
that  the  early  Christians  were  satisfied  with 
merely  listening  to  discourses  on  the  truths  of 
Christianity.  The  new  meanings  of  the  Old 
Testament  which  the  life  and  teachings  of  Christ 
opened  to   their  understanding,  their   remem- 


8o  The  Church  School. 

brance  of  the  Lord's  precious  words,  the  abun- 
dant outpouring  of  the  Spirit,  their  famiharity 
with  the  exegetical  and  conversational  methods 
of  the  schools  and  "  assemblies,"  warrant  us  in 
concluding  that  they,  as  "disciples,"  met  not 
only  to  pray,  and  to  commemorate  in  the 
"supper"  the  passion  of  our  Lord,  but  by 
prophesyings  and  teachings  to  insure  "stead- 
fastness in  the  apostles'  doctrine." 

This  is  further  apparent  from  the  emphasis 
placed  upon  the  Holy  Scriptures  by  Luke  and 
the  apostles.  The  Bereans  were  especially  com- 
mended as  "noble,"  inasmuch  as  "they received 
the  word  with  all  readiness  of  mind,  and  searched 
the  Scriptures  daily,  whether  those  things  were 
so."  Paul  advises  the  Christian  warrior  to  be 
girt  about  the  loins  with  truth,  and  to  take  the 
"  sword  of  the  Spirit,  which  is  the  word  of  God." 

To  the  elders  of  the  Ephesian.  Church  whom 
he  met  at  Miletus  the  apostle  says,  "And  now, 
brethren,  I  commend  you  to  God,  and  to  the 
word  of  his  grace,  which  is  able  to  build  you  up, 


The  Church  School.  8i 

and  to  give  you  an  inheritance  among  all  them 
which  are  sanctified."  Had  not  Paul  heard  of 
the  Master's  prayer :  "  Sanctify  them  through 
thy  truth  ;  thy  word  is  truth .'' "  To  Timothy 
he  writes:  "All  Scripture  is  given  by  inspira- 
tion of  God,  and  is  profitable  for  doctrine,  for 
reproof,  for  correction,  for  instruction  in  right- 
eousness :  that  the  man  of  God  may  be  perfect, 
thoroughly  furnished  unto  all  good  works." 

The  direction  given  to  the  Church  at  Colossc 
is  very  explicit.  No  modern  Church  school  can 
desire  a  more  perfect  charter.  On  this  passage 
the  Rev.  Dr.  Adam  Clarke  says :  "  I  believe  the 
apostle  means  that  the  Colossians  should  be 
well  instructed  in  the  doctrine  of  Christ ;  that 
it  should  be  their  constant  study;  that  it  should 
be  frequently  preached,  explained,  and  enforced 
among  them  ;  and  that  all  the  wisdom  coni- 
prised  in  it  should  be  well  understood.  .  .  . 
Through  bad  pointing  this  verse  is  not  very  in- 
telligible ;  the  several  members  of  it  should  be 
distinguished  thus  :  '  Let  the  doctrine  of  Christ 


82  The  Church  School. 

dwell  richly  among  you  ;  teaching  and  admon- 
ishing each  other  in  all  wisdom  ;  singing  with 
grace  in  your  hearts  unto  the  Lord,  in  psalms 
and  hymns  and  spiritual  songs.'  This  arrange- 
ment the  original  will  not  only  bear,  but  it 
absolutely  requires  it,  and  is  not  sense  without 
it."  What  a  description  of  a  thinking,  growing, 
spiritual  Church  !  Did  they  only  hear  preach- 
ing once  or  twice  a  week }  In  the  social  meet- 
ings was  there  no  study  and  tcacJiing  of  the 
"doctrine,"  "wisdom,"  word  of  God  .-^ 

We  have  already  referred  to  the  Christians 
of  the  age  immediately  succeeding  that  of  the 
apostles,  and  the  catechetical  schools  which 
became  so  great  a  power  in  the  third  century. 
The  literary  "remains"  of  that  remote  age  are 
few,  and  yet.  we  find  the  traces  of  an  intense 
devotion  to  the  word  of  God.  The  people  were 
Bible  students.  They  were  true  successors  of 
the  Bereans  visited  by  Paul.  So  far  from  justi- 
fymg  the  course  of  Rome  with  reference  to  the 
word  of  God,  the  early  bishops   and  fathers  of 


The  Church  School.  83 

the  Church  insisted  upon  the  careful  and  inde- 
pendent study  of  it. 

Basil,  Bishop  of  Csesarea,  in  Cappadocia,  con- 
temporary with  Epiphanius,  says  "  that  be- 
lievers instructed  in  the  Scriptures  ought  to 
examine  what  is  said  by  their  teachers,  and  to 
embrace  what  is  agreeable  to  the  Scriptures, 
and  to  reject  what  is  otherwise." 

*'  I  trust,"  said  Polycarp  to  the  Church,  ''  that 
ye  are  well  exercised  in  the  Holy  Scriptures." 

Said  Origen :  "  That  our  religion  teaches  us 
to  seek  after  wisdom  shall  be  shown,  both  out 
of  the  ancient  Jewish  Scriptures,  which  we  also 
use,  and  out  of  those  written  since  Jesus,  which 
are  believed  in  the  Churches  to  be  divine." 

Lactantius  says  "  that  every  age  and  order 
among  the  Christians  were  Christian  philoso- 
phers, yea,  that  the  very  virgins  and  maids  as 
they  sat  at  their  work  in  wool  were  wont  to 
speak  of  God's  word."  Julian  the  Apostate 
upbraided  the  Christians  that  their  women  were 
"meddlers  with  the  Scriptures."     Dr.  Lardner 


84  The  Church  School. 

observes  concerning  the  writings  of  Lactantius, 
(A.  D.  300,)  that  "  He  seems  to  show  that  the 
Christians  of  his  time  were  so  habituated  to 
the  language  of  Scripture  that  it  was  not  easy 
for  them  to  avoid  the  use  of  it  whenever  they 
discoursed  upon  things  of  a  religious  nature." 
— Home. 

In  defense  of  the  early  Church  the  distin- 
guished Bingham  says  :  "  It  is  observable  that 
no  Church  anciently  denied  any  order  of  Chris- 
tians the  use  of  the  Holy  Scriptures  in  the  vul- 
gar tongue,  since  even  the  catechumens  them- 
selves, who  were  but  an  imperfect  sort  of 
Christians,  were  exhorted  and  commanded  to 
read  the  canonical  books  in  all  churches,  and 
the  apocryphal  books  in  some  churches,  for 
moral  instruction.  Nay,  if  we  may  believe 
Bede,  they  were  obliged  to  get  some  of  the 
Holy  Scriptures  by  heart,  as  a  part  of  their  ex- 
ercise and  discipline,  before  they  were  baptized. 
For  he  commends  it  as  a  laudable  custom  in  the 
ancient  Church  that  such  as   were  to  be  cate- 


The  Church  School.  85 

chised  and  baptized  were  taught  the  beginnings 
of  the  four  Gospels,  and  the  intent  and  order 
of  them,  at  the  time  when  the  ceremony  of 
opening  their  ears  was  solemnly  used,  that  they 
might  know  and  remember  what  and  how  many 
those  books  were  from  whence  they  were  to  be 
instructed  in  the  true  faith.  So  far  were  they 
from  locking  up  the  Scriptures  from  any  order 
of  men  in  an  unknown  tongue  that  they 
thought  them  useful  and  instructive." 

The  same  eminent  Christian  archaeologist 
gives  the  following  interesting  facts  concerning 
the  catechumens,  and  also  concerning  the  cus- 
toms of  the  early  Church  in  its  public  services : 

''The author  oi  the  Apostolical  Constitutions 
prescribes  these  several  heads  of  instruction  : 
Let  the  catechumen  be  taught  before  baptism  ^ 
the  knowledge  of  the  Father  unbegotten,  the 
knowledge  of  his  only  begotten  Son,  and  Holy 
Spirit ;  let  him  learn  the  order  of  the  world's 
creation,  and  series  of  Divine  providence,  and 
the  different    sorts  of    lesrislation  ;  let   him  be 


S6  The  Church  School. 

taught  why  the  world,  and  man,  the  citizen  of 
the  world,  were  made  ;  let  him  be  instructed 
about  his  own  nature,  to  understand  for  what 
end  he  himself  was  made  ;  let  him  be  informed 
how  God  punished  the  wicked  with  water  and 
fire,  and  crowned  his  saints  with  glory  in  every 
generation,  namely,  Seth,  Enos,  Enoch,  Noah, 
Abraham  and  his  posterity,  Melchizedek,  Job, 
Moses,  Joshua,  Caleb,  and  Phineas  the  priest, 
and  the  saints  of  every  age.  Let  him  also  be 
taught  how  the  providence  of  God  never  for- 
sook mankind,  but  called  them  at  sundry  times 
from  error  and  vanity  to  the  knowledge  of  the 
truth,  reducing  them  from  slavery  and  impiety  to 
liberty  and  godliness,  and  from  iniquity  to  right- 
eousness. He  must  also  learn  the  doctrine  of 
Christ's  incarnation,  his  passion,  his  resurrec- 
tion and  assumption,  and  what  it  is  to  renounce 
the  devil  and  enter  into  covenant  with  Christ.* 

*  What  is  thought  of  tliis  course  of  training  for  unbaptized 
subjects  of  the  Church  ?  How  would  a  fully  initiated  modern 
Christian  stand  an  examination  on  these  points? 


The  Church  School.  ^"j 

*'  It  was  a  peculiar  custom  in  the  African 
Church,  when  the  preacher  chanced  to  cite  - 
some  remarkable  text  of  Scripture  in  the  middle ^""^'^^ 
of  his  sermon,  for  the  people  to  join  with  him 
in  repeating  the  close  of  it.  St.  Austin  takes 
notice  of  this  in  one  of  his  sermons,  where, 
having  begun  those  words  of  St.  Paul,  '  The 
end  of  the  commandment  is — '  before  he  would 
proceed  any  further  he  called  to  the  people  to 
repeat  the  remainder  of  the  verse  with  him, 
upon  which  they  all  cried  out  immediately, 
'  Charity  out  of  a  pure  heart.'  By  which,  he 
says,  they  showed  that  they  had  not  been  un- 
profitable hearers.  And  this,  no  doubt,  was 
done  to  encourage  the  people  to  hear  and  read 
and  remember  the  Scriptures,  that  they  might 
be  able  upon  occasion  to  repeat  such  useful  por- 
tions of  them,  having  their  liberty  not  only  to 
hear,  but  to  read  and  repeat  them  in  their 
mother-tonsfue. 

"There  is  one  thing   more   must  be  taken 
notice  of  with  relation  to   the  hearers,  becaijse 


88  The  Church  School. 

it  expressed  a  great  deal  of  zeal  and  diligence 
in  their  attention  :  which  is,  that  many  of  them 
learned  the  art  of  notaries,  that  they  might  be 
able  to  take  down  in  writing  the  sermons  of 
famous  preachers  word  for  w^ord  as  they  deliv- 
ered them.  St.  Austin  makes  the  same  obser- 
vation concerning  his  own  sermons  upon  the 
Psalms  :  that  it  pleased  the  brethren  not  only 
to  receive  them  with  their  ears  and  heart,  but 
with  their  pens  likewise  ;  so  that  he  was  to 
have  regard  not  only  to  his  auditors,  but  his 
readers  also. 

The  appointment  of  teachers,  referred  to  in  the 
Epistles,  recognizes  the  school  element  of  the 
Church:  "Now  ye  are  the  body  of  Christ,  and 
members  in  particular  ;  and  God  hath  set  some 
in  the  Church,  first  apostles,  secondarily  proph- 
ets, thirdly  teachers.  .  .  .  And  he  gave  some, 
apostles  ;  and  some,  prophets  ;  and  some,  evan- 
gelists ;  and  some,  pastors  and  teachers  ;  for  the 
perfecting  of  the  saints,  for  tbe  work  of  the  min- 
istry, for  the  edifying  of  the  body  of  Christ.  .  .  . 


The  Church   School.  89 

Having  then  gifts  differing  according  to  the  grace 
that  is  given  to  us,  whether  prophecy,  let  us 
prophesy  according  to  tlie  proportion  of  faith  ; 
or  ministry,  let  us  wait  on  our  ministering ;  or 
he  that  teacheth,  on  teaching  ;  or  he  that  ex- 
horteth,  on  exhortation."  All  these  officers  are 
given  "  for  the  perfecting  of  the  saints,  for  the 
work  of  the  ministry,  for  the  edifying  of  the 
body  of  Christ ;  till  we  all  come  in  the  unity  of 
the  faith,  and  of  the  knowledge  of  the  Son  of 
God,  unto  a  perfect  man,  unto  the  measure  of 
the  stature  of  the  fullness  of  Christ."  Paul  con- 
templates the  growth  of  the  believers  through 
the  truth,  every  joint  supplying  somewhat,  every 
part  working  effectually,  making  ^'  increase  of 
the  body  unto  the  edifying  of  itself  in  love.' 
He  says,  "  The  body  is  not  one  member  but 
many.  Now  ye  are  the  body  of  Christ  and 
members  in  particular.  And  God  hath  set 
some  in  the  Church,  first  apostles,  secondarily 
prophets,  thirdly  teachers,  after  that  miracles  ; 
tlien  gifts  of  healing,  helps,  governments,  diver- 


90  The  Church  School. 

sities  of  tongues."  These  "  prophets "  spake 
unto  men  "  to  edification  and  exhortation  and 
comfort."  The  "  evangelists,"  according  to 
Olshausen,  "journeying  about,  labored  for  the 
wider  extension  of  the  Gospel."  So  the  "  teach- 
ers," according  to  Clarke,  (Rom.  xii,  7,)  "  were 
persons  whose  office  it  was  to  instruct  others, 
whether  by  catechising,  or  simply  explaining 
the  grand  truths  of  Christianity." 

Dr.  Macknight,  on  Rom.  xii,  7,  8,  says  :  "  The 
teacher,  I  suppose,  addresses  the  understanding 
of  his  hearers,  giving  them  instruction  in  the 
doctrines  of  the  Gospel,  perhaps  in  the  way  of 
question  and  answer,  especially  when  the  first 
principles  were  to  be  taught."  "  If  our  gift  be 
prophecy,  etc.,  or  if  our  gifts  fit  us  for  the  stated 
ministry  of  the  word,  let  us  be  diligent  in  preach- 
ing, not  disheartened  by  dangers  ;  or  if  one's 
gifts  fit  him  for  teaching  the  ignorant,  let  him 
be  diligent  in  teaching  such." 

"A  pastor  was  a  teacher,  although  every  teach- 
er might  not  be  a  pastor,  but  in  many  cases  be 


The   Church   School.  91 

confined  to  the  office  of  subordinate  instruction, 
whether  as  an  expounder  of  doctrine,  a  cate- 
chist,  or  even  a  more  jDrivate  instructor  of  those 
who  as  yet  were  unacquainted  with  the  first 
principles  of  the  Gospel  of  Christ." — Dr.  A. 
Stevens. 

Benson  on  Rom.  xii,  8,  says  :  "  '  He  that  teach- 
etJi  the  ignorant;  who  is  appointed  to  instruct 
the  catechumens  and  to  fit  them  for  the  com-  , 
munion  of  the  Church."  And,  on  Eph.  iv,  11: 
"  It  is  probable  the  peculiar  office  of  those 
here  termed  teachers,  as  distinguished  from 
those  called  pastors,  was  to  instruct  the  young 
and  ignorant  in  the  first  principles  of  the  Chris- 
tian religion.  And  they  likewise  were  doubt- 
less fitted  for  their  work  by  such  gifts  as  were 
necessary  to  the  right  discharging  thereof" 

"  No  system  can  be  made  to  accord  with  this 
passage,  [Eph.  iv,  16,]  any  more  than  with  the 
general  spirit  of  the  New  Testament,  wherein 
the  pulpit  is  the  sole  provision  for  instruction, 
admonition,  and  exhortation  ;  the  ereat  bulk  of 


92  The  Church  School. 

the  members  of  the  Church  being  merely  recip- 
ients, each  Hving  a  stranger  to  the  spiritual 
concerns  of  the  others,  and  no  *  effectual  work- 
ing '  of  every  joint  and  every  part  for  mutual 
strengthening  being  looked  for.  It  is  not  enough 
that  arrangements  to  promote  mutual  edification 
be  permitted,  at  the  discretion  of  individual 
pastors  or  officers ;  means  of  grace  wherein 
fellow-Christians  shall  on  set  purpose  have 
'fellowship'  one  with  another,  'speak  often 
one  to  another,  exhort  one  another,  confess 
their  faults  one  to  another,'  and  '  pray  one  for 
another,'  shall  teach  and  'admonish  one  an- 
other in  all  wisdom,'  are  not  dispensable  ap- 
pendages, but  of  the  essence  of  a  Church  of 
Christ." — Rev.  William  ArtJiur. 

"  We  read  in  the  eighth  book  of  the  '  Apos- 
tolical Constitution,'  '  Let  him  who  teaches,  if 
he  be  a  layman,  be  versed  in  the  Word.'  .  .  . 
It  remains  an  established  fact  that  all  believers 
had  the  right  to  teach  in  public  worship." — 
Presseiise. 


The  Church  School.  93 

Thus  we  see  that  the  Early  Church  of  Christ 
was  a  school.  It  was  designed,  like  the  syna- 
gogues and  "  assemblies  "  of  the  Jews,  for  wor- 
ship and  for  the  thorough  investigation  of  the  : 
Holy  Scriptures  ;  with  what  increase  of  oppor- 
tunity and  illumination  we  have  already  seen. 
Its  members  were  to  "  teach  "  and  "  edify"  each 
other.  The  "  word  of  Christ  was  to  dwell 
richly"  among  them.  They  were  to  grow  in 
"  knowledge  "  as  well  as  in  "  grace,"  to  "  add  to 
faith,  virtue,  and  to  virtue,  knoiv ledge ;''  to  be 
**  strong,"  and  "  overcome  the  wicked  one," 
through  the  '*  zvord  of  God  abiding  in  them." 
In  order  to  this  there  were  "diversities  of 
gifts,"  and  *'  differences  of  administrations,"  but 
the  same  Lord  ;  and  in  the  Church  '*  the  mani- 
festation of  the  Spirit  is  given  to  every  man  to 
profit  withal."  "  All  these  worketh  that  one 
and  the  self-same  Spirit,  dividing  to  every  man 
severally  as  he  will.  For  as  the  body  is  one, 
and  hath  many  members,  and  all  the  members 
of  that  one  body,  being  many,  are  one  body  ;  so 


94  The  Church  School. 

also  in  Christ."  The  excellent  William  Arthur 
in  speaking  of  the  clivers  gifts  of  the  Spirit, 
says,  "  Spiritual  office  and  spiritual  gifts  vary 
greatly  in  degree,  honor,  and  a.uthority,  and  he 
v/ho  has  the  less  ought  to  reverence  him  who 
has  the  greater,  remembering  who  it  is  that 
dispenses  them  ;  but  the  greater  should  never 
attempt  to  extinguish  the  less,  and  to  reduce 
the  exercise  of  spiritual  gifts  within  the  limits 
of  the  public  and  ordained  ministry.  To  do  so 
is  to  depart  from  spiritual  Christianity."  We 
have  little  doubt  that  the  "  teachers  "  referred 
to  by  the  apostle  w^ere  a  class  of  persons  who 
gave  special  attention  to  this  department  of 
instruction,  and  aided  the  regular  ministry  in 
the  edification  of  the  Church.  They  were  lay- 
men, and  endowed  with  the  gift  of  the  Holy 
Ghost. 

We  add  a  quotation  or  two  to  enforce  the 
doctrine  already  so  strongly  sustained  by  the 
theory  and  example  of  the  primitive  Church. 

•'  The  work  is  likely  to  go  poorly  on  if  there 


The  Church  School.  95 

be  no  hands  employed  in  it  but  the  ministers. 
God  giveth  not  any  of  his  gifts  to  be  buried,  but 
for  common  use.  By  a  prudent  improvement 
of  the  gifts  of  the  more  able  Christians,  we  may 
receive  much  help  by  them,  and  prevent  their 
abuse." — Baxter. 

"  The  wind  bloweth  where  it  listeth,  and  the 
Spirit  of  God  never  surrenders  its  sovereign 
freeness.  The  advocates  of  the  hierarchy  do  not 
deny  that  the  miraculous  gifts  were  bestowed 
on  the  Christians  generally  ;  but  they  assert, 
on  behalf  of  the  ecclesiastics,  a  monopoly  of. 
the  gift  of  teaching,  the  use  of  which  must,  they 
maintain,  be  regulated  by  official  and  sovereign 
authority,  or  doctrinal  anarchy  will  inevitably 
follow.  This  distinction,  however,  is  wholly 
arbitrary.  The  synagogue  already  acknowl- 
edged, under  certain  limitations,  the  right  of 
every  pious  Jew  to  teach." — Pressense. 

The  work  thus  contemplated  and  performed 
by  the  early  Church — the  work  of  edification 
throuo-h     the     truth,     taught     in     the     most 


96 


The  Church  School. 


thorough  and  effective  way  by  persons  ap- 
pointed for  that  purpose — remains  to  be 
carried  on,  and  by  similar  modes,  in  the 
Church  to-day.  We  regard  the  Sunday 
school  in  its  highest  form  as  the  divine 
method  for  reachin.s:  this  end 


I  charge  thee  therefore  before  God,  and  the  Lord  Jesirs 
Clirist,  who  shall  judge  the  quick  and  the  dead  at  his  appear- 
ing and  his  kingdom  ;  preach  the  word  ;  be  instant  in  season, 
out  of  season ;  reprove,  rebuke,  exhort  with  all  longsuffering 
and  doctrine.  For  the  time  will  come  when  they  will  not 
endure  sound  doctrine;  but  after  their  own  lusts  shall  tliey 
heap  to  themselves  teachers,  having  itching  ears  ;  and  they 
shall  turn  away  their  ears  from  the  truth,  and  shall  be  turned 
unto  fables.  But  watch  thou  in  all  things,  endure  afflictions, 
do  the  work  of  an  evangelist,  make  full  proof  of  thy  ministry. 

Till  I  come,  give  attendance  to  reading,  to  exhortation,  to 
doctrine.  Neglect  not  the  gift  that  is  in  thee,  which  was 
given  thee  by  prophecy,  with  the  laying  on  of  the  hands  of 
the  presbytery.  Meditate  upon  these  things ;  give  thyself 
wholly  to  them  ;  that  thy  profiting  may  appear  to  all.  Take 
heed  unto  thyself,  and  unto  the  doctrine  ;  continue  in  them  : 
for  in  doing  this  thou  shalt  both  save  thyself,  and  them  that 
hear  thee. 


CHAPTER  VI. 

THE   PASTOE. 

I  thank  Christ  Jesus  our  Lord,  who  hath  enabled  me  .  .  . 
putting  me  into  the  ministry. — i  Tim.  i,  12. 

T)AUL  unto  Timothy,  a  chief  and  beloved 
Pastor :  "  These  things  write  I  unto  thee 
.  .  .  that  thou  mayest  know  how  thou  oughtest 
to  behave  thyself  in  the  house  of  God,  which  is 
the  Church  of  the  living  God,  the  pillar  and 
ground  of  the  truth."  The  Church  of  God,  as 
"  the  pillar  and  ground  of  the  truth,"  lifts  up, 
publishes,  protects,  and  perpetuates  the  truth. 
It  aims  to  restore  our  race  to  a  state  of  per- 
fect harmony  with  the  God  of  truth  ;  its  chief 
instrumentality  is  the  word  of  truth  ;  its 
agent  is  the  Holy  Ghost,  the  spirit  of  truth  ; 
its  human  helpers  are  preachers  and  teachers 
of  the  truth.  In  the  Scriptures  it  is  written, 
(let  us  not  weary  of  the  words) :  "And  he  gave 


100  The  Church  School. 

some  apostles,  and  some  prophets,  and  some 
evangelists,  and  some  pastors  and  teachers,  for 
the  perfecting  of  the  saints,  for  the  work  of  the 
ministr)^,  for  the  edifying  of  the  body  of  Christ : 
til]  we  all  come  in  the  unity  of  the  faith  and  of 
the  knowledge  of  the  Son  of  God,  unto  a  perfect 
man,  unto  the  measure  of  the  stature  of  the 
fullness  of  Christ." 

The  Sunday  school  in  its  mission  fornty  as  we 
have  seen,  is  the  Church  preaching  the  truth 
outside  of  the  regular  sanctuary  to  those  whom 
it  has  not  been  able  to  reach  from  its  pulpits  ; 
it  is  the  Church  folding  to  Christian  hearts  in 
personal  care,  love,  and  sympathy  for  more 
effective  instruction  in  truth  the  little  ones  who 
have  never,  at  their  own  homes,  known  what 
Christian  care  and  tenderness  meant ;  it  is  the 
Church  seeking  disciples  of  truth  for  the  Mas- 
ter, as  did  the  seventy  whom  he  sent  out  from 
his  presence  while  he  was  on  earth.  These 
mission  schools  are  the  outposts,  and  at  the 
same  time  the  rccruitinj::  offices  of  the  Church 


The  Church  School.  ioi 

militant.  Rather,  they  are  the  lower  schools 
and  academies  tributary  to  the  great  central 
university  by  whose  authority,  and  for  whose 
advantage,  they  exist. 

Has  the  divinely  appointed  preacher  of  truth 
and  Pastor  of  the  Church  any  thing  to  do  with 
the  Church  in  this  form  of  its  activity  ?  Where 
are  his  services  j/wre  needed  ? 

The  Sunday  school  in  its  CIuivcIl  form  is  the 
Church  drilling  the  enlisted  recruits,  or,  (to  use 
the  New  Testament  figure,)  training  the  disci- 
ples of  Christ,  old  and  young,  in  truth,  work 
and  character  by  means  of  the  Holy  Scriptures, 
teaching,  reproving,  correcting,  and  instructing 
in  righteousness,  "  that  the  man  of  God  may  be 
perfect,  thoroiigJdy fiLrnished  tinto  all  good  works!' 
In  fact,  the  Church  is  itself  a  school  of  religion, 
Pastors  are  its  head-teachers,  death  the  limit 
of  its  term,  and  heaven  the  higher  department, 
where  Christ  himself,  the  great  teacher,  shall 
lead  his  disciples  by  fountains  of  living  truth 
forever. 


102  The  Church  School. 

Has  the  divinely  appointed  preacher  of  truth 
and  Pastor  of  the  Church  any  thing  to  do  with 
the  Church  in  this  mode  of  its  activity  ?  If  not, 
what  is  he  for  ? 

The  question  as  to  how  a  minister  "  ought  to 
behave''  himself  in  the  house  of  God,  which  is 
the  Church  of  the  Hving  God,  the  pillar  and 
ground  of  the  truth,  is,  therefore,  legitimate  and 
important. 

We  waive  the  full  discussion  of  the  minister's 
ecclesiastical  authority  in  the  Sunday  school. 
We  have  no  heart  for  it.  He  who  lays  claim  to 
any  precedence  on  accoimt  of  an  ecclesiastical 
prerogative  will  have  too  little  heart  for  real 
Sunday  school  work  to  render  his  service  there 
very  efficient.  Official  pre-eminence,  not  tem- 
pered and  toned  by  the  spirit  of  Christian  ten- 
derness, equality,  and  humility,  can  only  excite 
contempt.  A  puppet'  king  in  a  puppet  panto- 
mime is  more  dignified  than  he  who  plays  the 
prelate  in  the  Sunday  school  because  he  is  Pastor 
and  has  the  rijrht  from  Churchdom  to  do  it. 


The  Church  School.  103 

The  Sunday  school  is  pre-eminently  the  field 
for  laic  labor,  and  yet  the  Pastor  of  the  Church 
is  Pastor  of  the  school.  He  has  the  same  ab- 
stract right  to  guide  in  all  matters  that  pertain 
to  instruction  in  his  Sunday  school  that  he  has 
in  his  pulpit ;  but,  since  the  larger  part  of  the 
labor  performed  in  the  school  is,  and  must  of 
necessity  be,  performed  by  the  laity,  it  behooves 
the  Pastor  to  divide  with  his  assistants  an  au- 
thority which  he  acquires  originally  by  virtue 
of  his  office  as  teacher,  and  to  a  share  in  which 
they  become  entitled  by  entering  upon  that 
office  and  faithfully  performing  their  measure 
of  its  duties. 

In  harmony  with  this  theory  of  responsibility, 
we  assert  that  the  Sunday  school  can  never  so 
belong  to  the  laity  as  to  justify  it  in  putting 
an  injunction  upon  the  Pastor's  oversight  and 
direction  there.  His  is  the  original  right.  The 
laymen  become  sharers  in  it  by  virtue  of 
their  service,  and  the  Pastor  should  conserve 
these  mutual  rights  with  prudence,  fidelity,  c^nd 


104  The  Church  School. 

delicacy.  We  do  not  believe  that  there  are 
many  cases  of  collision  between  the  Pastor  and 
the  school.  While  in  a  few  instances  within 
our  own  sphere  of  observation,  from  a  false 
theory  of  the  school  as  an  independency,  or 
from  the  personal  sensitiveness  of  a  superin- 
tendent, more  fond  of  authority  than  fitted  for 
its  exercise,  the  school  and  Pastor  have  seemed 
to  move  inharmoniously,  we  believe  that  in  the 
vast  majority  of  cases  there  is  no  such  difficulty. 
On  the  contrary,  we  venture  the  assertion  that 
superintendents  generally,  for  the  sake  of  secur- 
ing more  of  the  Pastor's  presence,  sympathy, 
and  influence,  would  be  glad  to  find  him  in- 
fringing a  little  upon  their  constitutional  pre- 
rogatives. 

Against  clerical  arrogance,  perfunctoriness, 
and  practical  incompetency,  every  right-minded 
superintendent  must  of  necessity  protest.  Such 
protests  are  rarely  entered,  because  such  Pas- 
tors, happily,  are  but  rarely  found. 

Let    us    look    at    the    Pastor  in    his  several 


The  Church  School.  105 

positions — in  the  study,  in  the  pulpit,  in  pastoral 
work,  and  in  the  school,  itself — and  let  us  ask, 
What  are  his  peculiar  duties  in  reference  to  the 
Sabbath  school,  seeing  that  he  does  sustain  a 
close  and  intimate  relation  to  it  ? 

I.  What  may  the  Pastor  do  in  the  study  in 
behalf  of  the  school  or  schools  connected  witJi  Ids 
ChiircJi  ?  In  the  midst  of  theological  and  liter- 
ary labors,  while  preparing  for  the  pulpit,  while 
devising  ways  and  means  for  the  development 
of  his  Church,  what  should  he  do  for  the  Sun- 
day school  ? 

I.  He  may  there  daily  pray  for  divine  wis- 
dom justly  to  appreciate  the  school  and  judi- 
ciously to  direct  its  affairs.  Prayer  is  the  most 
effective  of  all  preparatives  for  labor.  Prayer 
kindles  zeal.  Prayer  sharpens  the  intellect. 
Prayer  secures  many  a  wise  suggestion,  and 
begets  many  a  practical  device.  Apathy  in 
reference  to  any  department  of  labor  may  be 
counteracted  by  fervent  prayer.  By  prayer  our 
Pastors  may  answer  the    sophistical  argument 


io6  The  Church  School, 

of  Satan,  couched  in  that  word  "  inadaptation," 
by  which  so  often  he  leads  us  to  justify  our  neg- 
lect of  the  plainer  duties  of  the  pastoral  office. 
In  his  study,  aniid  the  mental  struggles  and 
tensions  of  his  life,  he  may  now  and  then 
rest  in  the  sweet  power  of  prayer,  and  plead 
for  the  teachers  of  his  school,  the  scholars,  and 
their  parents.  Thus  may  he  indorse  before  the 
court  of  heaven  the  endeavors  and  pleadings 
of  his  fellow-laborers. 

2.  He  may  take  time  to  investigate,  and  fully 
to  understand,  the  true  aims,  relations,  and 
methods  of  the  Sunday  school.  Said  one  suc- 
cessful Pastor  and  able  preacher,  "  I  make  it  a 
point  to  read  up  the  literature  of  the  Sunday 
school."  The  weekly  and  monthly  periodicals, 
the  reports  of  conventions^  and  institutes,  the 
manuals,  essays  on  special  phases  of  this  work, 
etc.,  etc.,  contain  many  practical  suggestions 
which,  as  professional  teachers,  every  minister 
might  read  with  advantage.  A  very  little  time 
every  week  devoted  to  this  labor  would  amply 


The  Ciiurck  School.  107 

repay  any  Pastor  even  though  he  did  no.t  covet 
the  reputation  of  being  a  "  Sunday  school  man." 
Ministers  who  now  speak  Hghtly  of  the  Sunday 
school  might,  after  a  more  thorough  examina- 
tion into  its  philosophy,  history,  and  ecclesias- 
tical relations,  be  led  to  a  higher  appreciation 
of  it  as  a  regular  and  long-established  depart- 
ment of  Church  work. 

3.  He  may  in  his  study  fully  acquaint  him- 
self wdth  the  lessons  of  the  school.  He  should 
have  a  voice  in  the  selection  of  these  lessons, 
and  every  week  should  carefully  and  thoroughly 
investigate  the  passages  which  are  to  be  used 
on  the  ensuing  Sabbath.  In  the  teachers'  meet- 
ing he  will  then  be  ready  for  questions  and 
suggestions.  In  the  prayer-meeting  he  will 
be  able  to  present  the  leading  truth  of  the 
lesson.  In  casual  conversation  his  questions, 
allusions,  and  explanations  will  excite  the  in- 
terest of  parents,  scholars,  and  teachers  in 
Bible  study.  Such  an  example  would  be  a  stim- 
ulus  to    the  whole    Church,   and   the   Pastor's 


io8  The  Church  School. 

work  in  his  study  would  bear  fruit  in  the  Church 
and  the  family. 

II.  JV/ia^  viay  the  Pastor  do  in  the  Pulpit  iii 
behalf  of  his  Siuiday  sehool? 

1.  He  may  invariably  announce  the  school, 
its  place  and  hour  of  meeting,  and  the  lesson 
for  that  day's  investigation.  By  this  means  the 
attention  of  the  entire  Church  is  called  to  one 
of  its  most  important  departments,  and  all  are 
reminded  of  its  claims  upon  them.  How  fre- 
quently is  it  the  case  that  while  evening  service, 
prayer-meetings,  class-meetings,  official  meet- 
ings, and  even  choir  meetings,  are  announced, 
not  one  word  is  said  in  the  pulpit  concerning 
the  Bible  school  of  the  Church. 

2.  He  may  occasionally  supplement  this  notice 
by  a  cordial  invitation  to  the  entire  congrega- 
tion to  attend  its  sessions.  On  the  lips  of  some 
ministers  we  wot  of,  this  invitation  would  warm 
into  an  earnest  plea.  We  know  men  who  have 
thus  increased  the  attendance  at  their  schools 
over  seventy-five  per  cent,  in  a  few  weeks.    They 


The  Church  School.  109 

regard  the  school  as  a  part  of  the  Church,  the 
Bible  as  God's  medium  of  grace,  and  all  Church 
members  as  "  disciples  "  of  Christ.  They  be- 
lieve that  a  neglect  of  Bible  study  is  one  of  the 
greatest  hinderances  to  spiritual  growth,  and 
one  of  the  most  prevalent  ''  sins  of  omission  " 
in  the  Church  of  this  age  ;  so  they  seek  to 
honor  God's  word,  and  to  promote  the  growth, 
enrichment,  and  power  of  God's  people.  Such 
convictions  make  themselves  heard  on  God's 
day  in  God's  house,  and  the  people  go  home 
to  ''look  up  the  lesson,"  and  then  go  to  the 
school  to  "  search  the  Scriptures."  Finding 
the  service  so  sweet,  and  the  fellowship  of  the 
Sunday  school  room  so  refreshing,  they  go  again 
and  again. 

3.  He  may  frequently,  in  connection  with  the 
pulpit  "  notices,"  address  himself  especially  to 
the  parents  and  guardians  of  the  children  who 
attend  his  school,  explaining  its  purpose  and 
plans,  and  pleading  for  such  commands  and  co- 
operation as  shall  secure  the  preparationat  home 


1 10  The  Church  School. 

of  every  lesson  by  the  scholars.  A  simple  ex- 
planation in  the  pulpit  of  the  plan  of  *'  Home 
Readiness"  in  theBerean  Series  of  Lessons  would 
enlist  many  families  in  the  delightful  service 
of  Bible  reading  each  morning  in  the  line  of 
thought  suggested  by  the  lesson  for  the  ensuing 
Sabbath.  Many  parents  forget  the  claims  of 
the  Sunday  school  upon  them  in  this  particular. 
A  reminder  from  the  pulpit  would  always  have 
a  good  effect. 

4.  He  may  regularly /r^r  for  the  school,  its 
officers  and  teachers,  in  the  hearing  of  the  con- 
gregation. The  Pastor's  plea  may  warm  into 
prayerfulness  the  teacher's  heart,  and  remind 
parents  and  pupils  who  are  present  of  the  im- 
portance and  value  of  the  service  w^hich  the 
school  is  performing  for  them.  We  invariably, 
in  our  Sabbath  morning  pulpit  prayers,  recog- 
nize the  class -leaders  and  Sunday  school  teach- 
ers of  a  Methodist  Episcopal  Church  as  really 
and  equally  sub-pastors,  the  assistants  of  the 
chief  Pastor  in  his  holy  and  arduous  work. 


The  Church  School.  hi 

5.  He  may  in  the  course  of  the  year  preach 
on  several  phases  of  the  Sunday  school,  and  this 
without  making  sermons  on  the  subject  as  a 
"  specialty."  Its  work  is  so  extensive,  its  rela- 
tions so  manifold,  that  without  incurring  the 
charge  of  "  sameness,"  "  repetition,"  "  hobby- 
ism,"  a  minister  may  often  allude  to  it. 

6.  He  may  occasionally  resolve  his  congrega- 
tion into  a  school,  and  his  sermons  may  take 
the  form  of  lectures.  The  geographical  features 
are  illustrated  by  a  map.  The  congregation 
is  encouraged  to  hold  Bibles  open,  and  re- 
fer to  passages  indicated  and  then  expounded 
by  the  preacher.  We  have  known  even  the 
blackboard  to  be  used,  proposition  after  proposi- 
tion as  established  by  appropriate  texts  being 
written  out,  and  then  with  clearness  and  power 
applied  to  a  most  attentive  and  interested  audi- 
ence. This  would  not  do  invariably,  perhaps 
not  frequently  ;  and  yet  we  venture  that  the 
Pastor  who  dares  to  do  it  occasionally  will  edu- 
cate and  delight  his  people,  awaken  new  zeal  in 


112  The  Church  School. 

scriptural  investigations,  and  not  a  whit  diminish 
the  spirituality  of  his  Church. 

7.  He  may  preach  upon  the  subjects  which 
are  used  by  the  school  for  weekly  lessons  ;  or  at 
least  refer  to  these  subjects,  illustrate  some 
part  of  his  sermon  each  week  by  them,  and 
thus  increase  the  interest  of  teachers  and  schol- 
ars in  his  discourses.  Themes  about  which  we 
have  thought  closely  for  a  week,  we  are  more 
anxious  to  hear  discussed  than  any  other  ;  and 
where  it  is  known  that  the  Pastor  will  have 
something  to  say  on  the  "  lesson  for  the  day,"  all 
members  of  the  school  will  be  anxious  to  hear 
him.  There  is  a  possibility  of  great  results  in 
this  plan  of  uniform  lessons  through  a  Church, 
and  nothing  contributes  more  fully  to  its  suc- 
cess than  the  approval  and  co-operation  of  the 
pulpit. 

We  would  not  hamper  a  Pastor  by  selectmg 
subjects  for  his  discourse  beforehand,  but,  asking 
him  to  assist  in  the  selection  of  the  subjects,  we 
beg  that  he  will  every  Sabbath  bring  into  the 


The  Church  School.  113 

field  of  observation  (giving  it  more  or  less  time 
and  prominence)  the  "one  bright  particular 
star  "  of  truth  toward  which  as  a  Sunday  school 
we  for  that  week  direct  our  special  attention. 
By  no  plan  can  a  preacher  more  certainly 
secure  the  eyes  and  ears  of  the  little  people 
in  the  congregation,  and  certainly  his  most 
appreciative  hearers  will  prize  discussions 
vhich  may  be  made  available  in  the  investiga- 
tions and  instructions  of  the  school  where  they 
arc  teachers  or  adult  pupils. 

8.  He  may  preach  so  that  the  very  young  and 
the  very  dull  hearers  in  his  congregation  will 
undexsiand  something  in  every  sermon.  We 
say,  "  the  very  young,"  because  the  ordinary 
child  of  from  ten  to  fifteen  years  of  age  requires 
no  special  adaptation  of  the  sermon  other  than 
that  which  the  ordinary  adult  may  demand. 
We  undervalue  the  capacities  of  our  youthful 
auditors.  In  our  attempts  to  "  come  down  to 
them"  v;e  run  no  small  risk  of  being  ourselves 

brought  "  down  "  in  their  esteem. 

8 


1 14  The  Church  School. 

We  especially  plead  for  directness  and  sim- 
plicity in  preaching  to  every  body.  There  are 
opportunities  enough  through  the  press,  on  the 
rostrum,  and  in  the  special  class,  for  profound 
discussions  of  matters  beyond  the  ken  and  com- 
pass of  the  masses.  In  the  pulpit  we  want 
wholesome,  practical,  doctrinal  and  experimental 
teaching  that  every  body  can  understand.  We 
may  write  theological  essays  like  Paul,  if  called 
to  it  and  qualified  for  it ;  but  when  we  preach, 
let  it  be  as  Paul  preached  before  P'estus  and  on 
Mars'  Hill,  or  as  Peter  preached  at  Jerusalem, 
or  as  Jesus  perpetually  preached  in  Galilee — in 
a  plain,  popular,  earnest  way  for  the  saving  of 
souls  and  for  the  edification  of  saints.  There 
are  subjects  enough  in  the  great  Book  to  give 
Variety  to  our  sermons,  and  still  keep  us  within 
the  range  of  our  people's  thought.  The  author 
of  "  Sword  and  Garment "  is  responsible  for 
the  following  incident  about  Dr.  Dwight :  "  A 
young  clergyman  said  to  him,  'What  is  the  best 
method  of  treating  very  difficult  and  abstruse 


The  Church  School.  115 

points  in  mental  philosophy  ? '  'I  cannot  give 
you  any  information  upon  the  subject/  replied 
the  Doctor,  'I  am  not  familiar  with  such  topics. 
I  leave  them  for  young  men.' "  If  "  themes  pro- 
found "  must  claim  our  attention,  let  us  heed 
Aristotle's  good  advice  to  his  pupils  :  "  Think 
like  the  wise  ;  speak  like  the  common  people." 
/' SimpUcity,"  says  Lord  Jeffrey,  "is  the  lastj 
attainment  of  progressive  literature  ;  and  men] 
are  very  long  afraid  of  being  natural  for  feaif 
of  being  taken  as  ordinary." 

Let  us  preach  to  the  people  on  the  people's 
themes,  in  the  people's  tongue,  for  the  people's 
salvation.  So  shall  the  little  ones  be  held  and 
edified,  and  the  blessing  of  Him  be  upon  us 
who  "set  a  little  child  in  the  midst"  of  his  dis- 
ciples that  by  looking  down  toward  him  they 
might  be  lifted  up  by  the  exalting  grace  of  hu- 
mility and  simplicity  and  faith. 

III.  From  the  study  and  the  pulpit  we  follow 
our  Pastor  into  the  social  arena,  where  his  power 
as  a  man  is  most  quickly  and  immediately  felt. 


iiC  The  Church  School. 

Now  he  is  to  illustrate  his  own  sermons.  The 
graces  he  depicts  so  glowingly  in  the  pulpit  are 
to  be  found  or  missed  by  his  people  in  the 
friendly  fellowships  of  his  every-day  life.  The 
earnestness  of  his  public  appeals  is  to  be  tested. 
As  we  have  inquired  concerning  the  "study" 
and  "  pulpit,"  so  now,  as  to  this  third  depart- 
ment, we  ask :  What  may  the  Pastor  do  in  his 
PASTORAL  or  socL\L  w'ORK  in  behalf  of  the 
Sunday  school } 

I.  He  may  keep  a  list  of  all  his  teachers  and 
scholars,  and  become  to  a  considerable  extent 
personally  acquainted  with  them.  This  per- 
sonal acquaintance  will  give  him  such  access  to 
them  as  no  public  instructions  can  secure.  The 
list  of  names  may  be  had  for  the  asking.  The 
most  unreliable  memory  may  be  improved  to  a 
remarkable  degree  by  the  habit  of  inquiring 
concerning  names,  recognizing  the  faces  of 
those  to  whom  they  belong,  and  daily  practicing 
this  identification  __ofjpersons.  It  is  a  little 
thing  indeed  to  be  able  to  name  at  sight  every 


The  Church  School.  117 

scholar  in  one's  school,  but  on  that  little 
thing  often  hinges  a  Pastor's  permanent  influ- 
ence, a  child's  education,  or,  more  than  all,  the 
conversion  of  an  immortal  soul. 

2.  The  true  Pastor  serves  as  a  link  between  the 
Sunday  school  and  the  family,  securing  mutual 
co-operation.  His  words,  dropped  incidentally 
at  the  fireside,  convince  parents  that  it  is  their 
duty  to  insist  upon  the  children's  home  prepa- 
ration of  the  Sunday  school  lesson.  The  ques- 
tion of  the  Pastor  leads  to  a  question  by  the 
parent,  and  we  find  Willie  and  Mary,  and  all  the 
rest,  at  home  conning  the  text  of  next  Sabbath's 
lesson.  Indeed,  they  are  the  more  eager  to  do 
this  from  a  casual  question  asked  by  the  same 
faithful  Pastor  as  he  met  them  that  morning  on 
their  way  to  school.  The  Pastor's  interest 
touching  the  children  on  the  street  and  the 
parents  in  the  parlor  v/orks  out  a  good  result  in 
the  open  Bible,  the  memorized  text,  and  the 
recitation,  first  to  each  other  and  then  to  their 
parents,  of  next  Sunday's  lesson.     The  teacher 


ii8  The  Church  School. 

at  first  wonders  at  the  change,  but  soon  discov- 
ers that  the  Pastor  is  abroad. 

3.  In  another  way  our  good  Pastor  aids  the 
school  in  these  social  ministrations.  His  oft- 
repeated  query  about  Bible  study  at  home  and 
at  school  suggests  to  the  adults  in  every  family 
the  possibility,  practicability,  propriety,  and, 
finally,  the  absolute  necessity  of  regularly  at- 
tending the  school.  They  never  knew  before 
this  what  a  beautiful  and  profitable  and  digni- 
fied institution  the  Sunday  school  is.  To  their 
thought  it  was  a  place  for  children  cnly,  a  song- 
singing  and  flag-flaunting  and  speech-making 
and  story-telling  service.  Now  it  is  an  ''assem- 
bly "  like  the  select  meetings  of  the  old  Jews, 
who  convened  after  the  synagogue  service  was 
over  for  meditation,  conversation,  and  discussion. 
It  is  a  regular  Berean  band  for  Bible  research. 
It  is  the  "people's  college"  for  instruction  in 
^the  wonderful  truths  of  this  wonderful  Book  of 
God.  When,  therefore,  the  Sunday  school  su- 
perintendent finds  fathers  and  mothers,  deacons, 


The  Church  School.  119 

elders,  class-leaders,  physicians,  lawyers,  trades- 
men, etc.,  etc.,  flocking  to  the  school,  first  as 
spectators  and  then  as  students,  Jie  concludes 
that  the  Pastor  is  abroad. 

4.  The  Pastor  may  employ  the  scholars  of 
his  school  as  aids  in  the  various  philanthropic 
labors  which  his  zeal  inspires  and  his  skill  de- 
vises. His  school,  or  so  much  of  it  as  he  can 
enlist,  constitutes  the  "  Pastor's  Band  of  Help- 
ers." To  be  a  "helper"  is  the  ambition  of  every 
pupil  in  that  Church.  New  families^re  watched. 
From  one  to  five  hundred  wide-awake  eyes  are 
on  the  new  houses  or  the  new  ''movino's"  into 

o 

town.  They  emulate  each  other  in  making 
early  reports  to  him  concerning  the  new-comers, 
and  he  is  speedily  "abroad"  again.  The  "help- 
ers "  become  his  trac^  distributers.  At  any 
time  he  can  flood  the  Church  and  community 
in  less  than  six  hours  with  a  printed  tract  on 
any  given  topic,  and  these,  as  a  reminder  of 
something  he  said  in  the  pulpit  last  Sabbath,  or 
in  anticipation  of  something  he  proposes  to  dis- 


120  The  Church  School. 

cuss  next  Sabbath,  become  most  valuable  aids 
in  his  pulpit  labors.  He  becomes  another  Bri- 
areus,  and  with  more  than  fifty  heads  and  more 
than  a  hundred  hands  watches,  directs,  and  de- 
velops his  Church, 

5.  He  may  much  in  the  same  way,  but  for 
higher  and  more  delicate  services,  employ  the 
teachers  of  his  school.  Their  ministry  may  ex- 
tend into  the  details  of  a  spiritual  guardianship. 
They  may  visit  the  afflicted,  converse  with  the 
serious-minded,  report  especial  cases  to  their 
Pastor,  and  consult  with  him  in  reference  to  the 
immediate  interests  of  their  own  pupils.  Thus 
he  utilizes  for  the  sweetest  and  divinest  ends  the 
zeal  of  his  Sunday  school  teachers,  and  makes 
them  veritable  sub-pastors  in  his  Church. 

6.  In  one  other  place  we  find  the  Pastor  at 
work  outside  of  the  study,  the  pulpit,  and  of 
the  school  itself  It  is  where  the  members  of 
his  "  official  board,"  "  session,"  "  vestry,"  or  by 
whatsoever  name  they  may  be  known,  discuss 
the  affairs,  financial  and  spiritual,  of  the  Church 


The  Church  School.  121 

they  represent.  Here  the  Pastor's  voice  is 
heard  in  effective  protest  against  the  meager 
and  rniserable^finan^iaL  support  the  Sunday- 
school  usually  receives  from  the  Church.  No 
longer,  under  his  ministry,  do  little  children  go 
about  begging  for  pennies  to  furnish  libraryi 
books,  curtain  windows,  carpet  floors,  etc.  The 
school  takes  its  place  on  the  list  of  legitimate 
objects  for  Church  support,  and  the  moneys 
collected  for  the  whole  are  distributed  among 
Pastor,  school,  organist,  sexton,  church  repair 
committee,  etc. 

Thus  one  popular  ground  of  objection  to  the 
Sunday  school  is  removed,  and  its  leaders  go 
forward  with  self-respect  to  do  their  noble  work 
in  the  noblest  way.  Blessed  is  the  Church 
whose  affairs  are  superintended  by  such  a  man, 
and  thrice  blessed  the  Sunday  school  that  can 
call  him  "Our  Pastor  !  " 

IV.  In  the  SCHOOL  itself  what  shall  otir  Pas- 
tor do  f 

I.  Whatever  be  his  specific  work  there,  what- 


122  The  Church  School. 

ever  the  theoretical  relation  which  he  may  sus- 
tain, one  thing  the  true  Pastor  will  invariably- 
secure — perfect  harmony  of  feeling  between 
himself  and  the  officers  of  the  school.  He  will 
never  come  into  collision  with  them  as  a  body, 
and  will  do  his  utmost  to  maintain  pleasant 
relations  even  with  those  against  whose  neg- 
ligence or  inefficiency  he  may  be  compelled  to 
protest. 

2.  He  will  recognize  the  superintendent's 
authority  in  the  school.  Ex  officio  the  Pastor 
is,  in  one  sense,  superintendent.  His  relation 
is  very  much  like  that  of  the  President  of  the 
United  States  to  the  army  of  the  United  States 
— not  emphasizing  the  military  aspect  of  our 
comparison  too  strongly.  To  the  superintend- 
ent, as  the  Pastor's  subordinate,  the  Church  has 
committed  a  specific  trust — as  much  to  relieve 
the  Pastor  as  any  thing  else — and  it  behooves 
the  latter  to  insure  the  largest  freedom  to  this 
substitute  in  the  discharge  of  his  duties. 

The  wise  Pastor  secures  as  much  service  as 


The  Church  School.  123 

possible  from  his  lay  members.  He  never  does 
any  work  that  he  can  induce  a  member  of  his 

hurch  to  perform  as  acceptably  and  success- 

lly  as  himself. 

The  school  having  been  committed  to  the 
care  of  the  subordinate,  our  model  Pastor  never 
trespasses  upon  the  superintendent's  preroga- 
tives there.  These,  conscientiously  respected 
by  the  Pastor,  are  not  exactingly  exercised  by 
the  superintendent,  and  there  is  a  sort  of  rivalry 
between  them  to  secure  double  honor  each  for 
the  other,  which  gives  confidence,  unity,  and 
power  to  the  school,  such  as  it  could  never  se- 
cure under  an  administration  weakened  by 
petty  jealousies  and  contemptible  competitions. 

3.  The  Pastor  will  occasionally  conduct  the 
'*  General  Review"  of  the  lesson.  Indeed,  un- 
less the  superintendent  has  special  faciUty  in 
this,  we  regard  it  as  a  service  belonging  to  the 
Pastor.  It  is  here  that  his  office  as  "  Head 
Teacher"  touches  the  school,  and  the  methods 
and  success  of  his  subordinates  are  brought  to 


124  The  Church  School. 

the  test.  But  in  this  he  will  be  careful  to  avoid 
the  very  appearance  of  trespassing  upon  the 
superintendent's  ground. 

4.  The  Pastor  will  arrange  with  the  superin- 
tendent for  special  opportunities  to  drill  the 
.school  in  the  Catechism,  in  sacred  geography, 
'history,  etc.,  etc.  Once  a  month,  perhaps,  after 
the  regular  lesson  and  review  for  the  day  have 
been  completed,  the  Pastor  may  introduce  a 
special  service  called  (as  by  one  Pastor  of  our 
acquaintance)  "  The  Evangelistery,"  or  (as  by 
another)  "The  Pastoral,"  designed  to  drill  the 
school  in  the  Ten  Commandments,  the  Apostles' 
Creed,  the  Lord's  Prayer,  choice  selections 
from  the  Bible,  (such  as  the  Beatitudes,  the 
Twenty  third  Psalm,  etc.,)  old  hymns  and  tunes 
of  the  Church,  etc.,  etc.  Such  an  exercise, 
joined  in  heartily  by  teachers  and  scholars, 
occupying  but  a  few  minutes  each  month,  would 
perhaps  give  the  Pastor  more  permanent  influ- 
ence than  a  too  frequent  appearance  before  his 
school. 


The  Church  School.  125 

5.  The  Pastor  will  not  interrupt  classes  dur- 
ing the  regular  study  hour  by  visitations  and 
conversations.  Our  theory  is  that  no  one  (not 
even  the  superintendent)  should  visit  any  class 
during  the  lesson  hour. 

6.  He  will  watch  jealously  the  literature  of 
the  school,  co-operating  with  the  superintendent 
and  a  judicious  committee  in  selecting  the 
proper  books  and  papers  for  distribution. 

7.  We  think  that  ordinarily  the  Pastor  should 
not  be  required  to  teach  a  class  in  Sunday 
school,  especially  if  he  is  expected  to  preach 
two  sermons  besides  on  the  same  dav.  There 
are  circumstances  which  justify  the  opposite 
course.  Where  he  is  the  only  man  who  can 
Jiold  a  certain  grade  of  young  intellects  in  his 
school,  the  Pastor  may  be  expected  to  accept 
the  position  of  teacher  ;  but  he  should  keep  on 
the  lookout  for  some  strong  man  or  woman  to 
take  his  place  as  soon  as  possible. 

V.  WJuit  may  the  Pastor  do  during  the  week 
for  the  Sunday  school  of  which  he  has  charge  ? 


i26  The  Church  School. 

Knowing  that  the  single  hour  a  week  usually 
devoted  to  its  sessions  is  not  sufficient  to  accom- 
plish the  full  results  contemplated  by  this  insti- 
tution, the  Pastor  will  seriously  inquire  hozv  the 
week-day  power  of  the  Sunday  school  may  be 
augmented.  In  his  own  reply  to  this  practical 
question  we  shall  hnd  his  measure  of  responsi- 
bility recognized,  and  the  outline  of  his  duties 
laid  down. 

1.  The  Pastor  may  hold  a  regulaj_l£achers' 
meeting  every  vveek.  He  may  recognize  it  as 
one  of  the  established  services  of  his  Church, 
announcing  it  on  the  Sabbath,  carefully  prepar- 
ing for  its  exercises,  consecrating  zeal,  time,  and 
talents  to  it,  convincing  the  Church  of  the  high 
estimate  he  places  upon  it,  and  then,  by  his  ad- 
mirable management  of  its  services,  he  may  win 
and  retain  every  Sunday  school  teacher  as  a 
regular  attendant  and  student. 

2.  It  does  not  follow  from  the  above  state- 
ment that  the  Pastor  should  invariably  conduct 
the  teachers'  meeting,  and  yet  it  is  primarily  his 


The  Church  School.  127 

right  to  do  so.  He  is  the  "pastor  and  teacher" 
of  the  whole  Church.  With  him  rests  the  re- 
sponsibihty  as  to  the  doctrines  of  which  his 
Church  is,  in  all  its  departments,  the  exponent. 
It  is  his  duty  to  see  that  all  the  subordinate 
teachers  and  officers  of  his  Church  are  correct 
in  their  theory  of  religion,  consistent  in  their 
daily  lives,  and  competent  to  instruct  the  youth 
and  adults  of  whom  the  Holy  Ghost  has  made 
him  overseer.  In  many  cases  the  abundant 
labors  of  the  Pastor  in  other  departments,  and 
the  special  fitness  of  the  superintendent  or  other 
person,  may  justify  the  performance  of  this 
service  by  other  than  the  Pastor.  As  a  matter 
of  expediency,  or  by  a  special  arrangement  of 
the  Church  itself,  the  superintendent  may  reg- 
ularly conduct  the  teachers'  meeting.  But 
Vv'here  there  is  a  Pastor  the  orisrinal  risfht  and 
responsibility  in  this  matter  are  with  him.  A 
wise  Pastor  always  secures  as  much  service  as 
possible  from  his  Church,  but  never  forgets  that 
he  is  responsible  for  the  matter,  measure,  and 


128  The  Church  School. 

method  of  instruction  in  the  Holy  Scriptures 
which  his  Church  imparts.  He  will,  however, 
carefully  conserve  that  most  important  of  all  the 
elements  of  Church  power — mutual  charity. 
The  maintenance  of  authority  at  the  expense  of 
charity  is  a  questionable  gain. 

3.  He  may,  during  the  week,  hold  other  and 
special  services,  varying  in  their  character,  but 
all  designed  to  expound  and  apply  the  word  of 
God,  and  to  promote  the  habit  of  Bible  reading 
and  study  among  his  people.  How  much,  for 
example,  a  minister  might  accomplish  by  giving 
a  series  of  "  drills  "  in  Bible  history  and  geog- 
iraphy,  or  by  occasional  lectures  on  Bible  archae- 
lology,  natural  history,  etc.  How  often  the 
collation  of  Scripture  texts  by  a  large  audience, 
enforcing  a  single  doctrine  of  the  Bible,  might  be 
made  the  medium  of  spiritual  power  to  a  Church. 
Now  we  believe  that  every  Pastor  should  labor 
to  promote  and  popularize  Bible  study  ;  and 
he  who  rightly  prizes,  and  himself  personally 
and  professionally  searcJus  and  loves  God's  word, 


Tfie  Church  School.  129 

will  not  only  find  time  for  such  special  labor, 
but  will  throw  into  it  such  genuine  earnestness, 
and  multiply  such  skillful  devices,  as  to  render 
"  our  Pastor's  week-evening  Bible  service "  a 
most  popular  and  powerful  agency  for  winning 
souls  and  edifying  the  Church. 

The  wise  and  ingenious  author  of  ''Ad 
Clerum  "  suggests  :  "  Wherever  the  exercises 
of  the  pulpit  are  sustained  with  vigor,  the  Bible 
class  will  be  found  powerfully  instrumental  for 
good  ;  and  where  pulpit  duties  are  inefficiently 
discharged,  something  is  requisite  to  supplement 
their  deficiencies  and  compensate  for  their 
v/eakness." 

We  shall  be  excused  for  making  another 
quotation  from  Dr.  Parker : 

*'  In  the  Bible  you  will  find  scope  enough  for 
the  exhaustion  of  all  your  ability  and  resources 
without  frittering  away  your  time  on  things 
too  high  for  you.  I  have  found  it  very  con- 
venient and  profitable  to  follow  up  in   a  Bible 

class  a  course  o[  expository  preaching  :  say,  for 
9 


130  The  Church  School. 

example,  you  are  expounding  one  of  the  Gospels 
(in  a  series  of  Sunday  morning  lectures ;  get  the 
members  of  your  Bible  class  to  take  notes  of 
your  exposition,  and  to  give  the  criticism  or 
argument  in  their  own  words.  This  will  sup- 
ply an  excellent  basis  for  further  discussion  in 
class  ;  and  if  your  experience  correspond  to  my 
own,  you  will  often  receive  suggestions  enough 
to  enable  you  to  prepare  a  second  and  better 
lecture  on  your  last  Sunday  morning's  subject. 
You  will  probably  find  a  difficulty  in  getting 
some  of  your  members  to  adopt  the  habit  of 
taking  notes  and  making  abstracts  or  para- 
phrases, but  a  little  gentle  persuasion  in  private 
will  often  secure  the  object  you  have  in  view. 
In  conducting  processes  of  this  kind  I  have 
received  many  a  hint  as  to  the  best  method  of 
preaching.  You  find  out  the  ignorance  of  your 
hearers  ;  you  see  how  they  mistake  the  mean- 
ing of  words  which  to  the  preacher  are  quite 
simple  ;  you  feel  how  slow  they  are  to  compre- 
hend any  process  of  reasoning,  and  how  little 


The  Church  School.  131 

Account  they  can  give  of  arguments  on  which 
you  set  great  store.  These  facts  will  often  clip 
the  wings  of  your  soaring  rhetoric,  and  force 
you,  if  you  are  an  honest  steward,  to  preach  not 
for  yourself,  but  to  others.  This  is  the  conde- 
scension which  comes  of  being  crucified  with 
the  Saviour,  and  this  the  holy  desire  which  is 
intent  on  the  one  infinitely  blessed  object  of 
savmg  the  souls  of  them  that  hear  the  holy 
word  from  your  lips." 

Here,  too,  we  may  quote  a  letter  from  the 
interesting  life  of  Dr.  James  Hamilton  by 
William  Arnot.  The  letter  was  written  to 
his  friend  June  16,  1840,  but  it  has  the  ring 
of  a  Sunday  school  man  of  1872  who  had  de- 
cided to  "  teach  by  the  use  of  objects  in  the 
new  style." 

"  My   dear   William  : — The  war   must   be 
carried  on  at  all  points.     Like  you,  we  have  got 
Sabbath  schools,  and,  like  you,  I   mean  to  en-  ^ 
lighten   the   children    on    Bible    botany.     This 


132  The  Church  School. 

letter  is  an  order  for  the  requisite  ammunition  ; 
and  though  it  impUes  a  vast  deal  of  trouble, 
your  ecclesiastical  zeal  will  come  to  the  help  of 
your  patience,  and  your  brotherly  love  to  the 
help  of  both.  Send  me,  therefore,  the  foUow- 
mg  articles  :  three  volumes  *  Library  of  Enter- 
taining Knowledge — Forest  Trees,  Fruits,  Veg- 
etable Substances  ;'  Harris's  *  Natural  History 
of  the  Bible ; '  Paxton's  '  Illustrations,'  the 
botanical  volume,  (these  two  from-  Divinity  Li- 
brary,) and,  failing  these,  any  good  book  on  the 
subject ;  '  Edinburgh  University  Annual,'  if 
you  can  get  it  from  any  one,  for  my  essay. 
Item  :  from  Jane  the  brown  parcel  of  fruits 
which  I  gave  her,  the  cone  from  Lebanon,  and 
the  twig  of  sycamore.  Among  the  papers  in 
my  herbarium,  next  the  window,  is  a  twig  of 
olive  and  a  piece  of  red  everlasting  from  Tabor. 
I  think  they  are  wrapped  up  in  a  piece  of  paper. 
Item  :  roll  up  the  palm  leaf  into  a  coil,  which  I 
think  may  be  done  without  breaking  it.  Buy  a 
pomegranate,  by  all  means,  if  it  can  be  got ;  a 


The  Church  School.  133 


few  almonds  and  walnuts,  both  in  the  shell. 
In  some  apothecary's  or  perfumer's  you  may 
be  able  to  get  me  a  bit  of  frankincense,  and  it 
would  be  a  great  affair  if  I  could  get  a  few 
olives,  well  preserved  in  a  vial.  They  may  be 
had  in  a  confectioner's.  Also  some  dates  from 
a  fruiterer.  When  all  these  are  packed,  send 
them  per  Saturday's  steamer. 

"  Ever  yours,  affectionately, 

"  James  Hamilton." 

4.  The  Pastor  may,  through  the  teachers' 
meeting,  the  Bible  service,  and  in  special  normal 
classes,  develop  the  teaching  power  of  the 
Church,  raising  up  from  the  young  men  and 
women  in  his  Sunday  school  a  corps  of  conse- 
crated, competent,  and  enthusiastic  teachers 
and  class-leaders.  The  distinction,  by  the  way, 
between  the  office  of  Sunday  school  teacher 
and  that  of  class-leader  is  not  so  great  as  cus- 
tom and  general  conviction  have  made  it.  We 
need  more  class-leading  Sunday  school  teachers. 


134  The  Churcpi  School. 

Not  less  do  we  need  Bible-teaching  class-leaders. 
The  normal  class  instructions  of  an  enterpris- 
ing and  efficient  Pastor  will  return  speedily  in 
the  increased  efficiency  of  these  his  helpers. 

Since  the  Sunday  school  teacher  is  the  Pas- 
tor's assistant,  and  since  his  efforts  may  so 
effectually  supplement  the  efforts  of  the  pulpit, 
to  whom,  if  not  to  the  Pastor,  shall  the  Sunday 
school  teacher  look  for  assistance  ?  The  Paster 
is  e,v  officio  the  teacher  of  his  teachers.  He  is 
their  professor  of  biblical  interpretation  and 
systematic  theology. 

The  minister  should,  therefore,  be  a  tJwrough 
biblical  scholar.  If  he  has  been  trained  in  a 
theological  seminary,  he  should  not  despise,  so 
as  to  foro^et,  the  rudiments  of  that  training:.  If 
he  never  enjoyed  these  advantages,  he  should 
spend  some  time  every  day  in  making  up  for 
the  earlier  deficiencies.  An  hour  or  two  a  day, 
systematically  devoted  to  reading  and  study, 
with  reference  to  this  acquisition,  will  in  two  or 
three  years  enable  him  to  consult  the  original 


The  Church  School.  135 

of  the  Old  and  New  Testaments,  make  him 
famiUar  with  sacred  archaeology  in  its  several 
branches,  and  with  all  else  that  appertains  to 
biblical  interpretation.  The  fact  that  he  prose- 
cutes these  studies  in  order  to  teach,  and  the 
constant  effort  of  simplifying  and  systematizing 
his  knowledge,  will  make  it  doubly  valuable  to 
him,  and  more  than  compensate  for  the  failure 
of  his  earlier  years. 

5.  He  may  attend,  as  frequently  as  practica- 
ble, Sunday  school  conventions  and  institutes, 
both  union  and  denominational,  that  he  may 
observe  carefully  the  methods  adopted  by  other 
workers,  imbibe  somewhat  of  their  spirit,  and 
communicate  no  less  than  he  receives,  because 
of  the  peculiar  zeal  and  persistent  fidelity  with 
which  at  home  he  prosecutes  his  work. 


All  thy  children  shall  be  taught  of  the  Lord. 

O  that  there  were  such  an  heart  in  thein,  that  they  would 
fear  me,  and  keep  all  my  commandments  always,  that  it  might 
he  well  with  them,  and  with  their  children  for  ever  ! 

V  Arise,  lift  up  the  lad,  and  hold  him  in  thine  hand ;  for  I 
will  make  him  a  great  nation. 

Take  this  child  away,  and  nurse  it  for  me,  and  I  will  give 
thee  thy  wages. 

As  arrows  are  in  the  hand  of  a  mighty  man  ; 

So  are  children  of  the  youth. 

Happy  is  the  man  tliat  hath  his  quiver  full  of  them  : 

They  shall  not  be  ashamed, 

r>ut  they  shall  speak  with  the  enemies  in  the  gate. 

That  our  sons  may  be  as  plants 

Grown  up  in  their  youth  ; 

That  our  daughters  may  be  as  corner  stones, 

Polished  after  the  similitude  of  a  palace. 

And  when  the  chief  priests  and  scribes  saw  the  wonderful 
things  that  he  did,  and  the  children  crying  in  the  temple,  and 
saying,  Hosanna  to  the  Son  of  David ;  they  were  sore  dis- 
pleased. 


CHAPTER   VII. 

THE   CHILDREN   AND    THE   CHURCH. 
"Forbid  them  not  to  come  mito  me."— Matt,  xix,  14. 

XT  O  one  who  has  read  "  The  Last  Days  of 
•^  ^  Pompeii "  can  forget  the  sudden  advent  of 
Salhist  into  the  arena  of  the  Pompeiian  amphi- 
theater, dragging  in  with  him  the  priest  Calenus, 
and  crying  out,  "  Remove  the  Athenian  !  haste 
— he  is  innocent !  Arrest  Arbaces  the  Egyp- 
tian— HE  is  the  murderer  of  Apacides  ! " 

The  people  cried  out,  ''Arbaces  to  the  Lion  .-'" 
The  praetor  called  out,  "  Officer,  remove  the 
accused  Glaucus." 

"As  the  praetor  gave  the  word  of  release  there 
was  a  cry  of  joy — a  female  voice — a  child's  voice, 
and  it  was  of  joy !  It  rang  through  the  heart 
of  the  assembly  with  electric  force ;  it  was 
touching,  it  was  holy,  that  child's  voice.     And 


138  The  Church  School. 

the  populace  echoed  it  back  with  sympathizing 
congratulation.  '  Silence ! '  said  the  grave 
praetor — 'who  is  there?'  'The  blind  girl — 
Nydia,'  answered  Sallust ;  '  it  is  her  hand  that 
has  raised  Calenus  from  the  grave,  and  deliv- 
ered Glaucus  from  the  lions.' " 

So  the  voice  of  the  child  rings  through  the 
earth.  Every-where  it  is  "  touching,  it  is  holy, 
that  child's  voice."  It  calls  out  from  the 
realm  of  innocency  and  faith  and  joyousness 
to  the  world  of  guilt  and  of  evil  consciousness 
and  of  despair.  Thank  God  for  the  ministry 
of  the  child  ! 

"  Nearer  I  seem  to  God  while  gazing  upon  thee  ! 
'Tis  ages  since  he  made  his  youngest  star  ; 
-    His  hand  were  on  thee  as  'twere  yesterday, 
Thou  later  revelation  ! 

***** 
O  bright  and  singing  babe, 
What  ihalt  thou  be  hereafter  ?  " 

The  Christian  Church  answers  this  question  ; 
answers  it  as  no  other  religious  faith  on  the 
earth  has  been  able  to  answer  it. 


The  Church  School.  139 

"  What  shalt  thou  be  hereafter  ?  "  Behold 
Him  of  Nazareth  standing  with  outstretched 
hands  :  "  Suffer  the  Uttle  children,  and  forbid 
them  not,  to  come  unto  me  ;  for  of  such  is  the 
kingdom  of  heaven  !" 

We  have  not  heretofore  spoken  of  the  Sun- 
day school  as  though  it  were  exclusively  for  the 
instruction  of  children.  We  do  not  so  regard 
it,  and  do  not  so  speak  of  it.  We  have  been 
trying  to  call  the  attention  of  the  Church  to 
the  fact  that  the  Sunday  school  is  designed  to 
promote  a  thorough  knowledge  of  the  word  of 
God,  and  a  thorough  training  in  the  Christian 
life.  This  being  its  aim,  and  adults  needing 
such  knowledge  and  training  as  much  as  chil- 
dren, we  have  tried  to  interest  adults  in  the 
Sunday  school.  The  children  will  attend  the 
school  of  the  Church  without  much  persuasion. 
They  should  also  be  brought  up  to  a  regular 
attendance  at  the  preaching  service.  They 
should  early  be  led  to  a  personal  knowledge 
of  Christ  and  an  identification  of  themselves 


140  The  Church  School. 

with  the  Church.  To  these  two  topics  let  us 
give  some  attention. 

First,  the  attendance  of  children  tipon  preach- 
iuQ-.     It  is   desirable.     The  service  is   one  di- 

o 

vinely  appointed.  It  is  a  means  of  spiritual 
quickening.  It  is  an  intellectual  stimulant.  It 
elevates  the  tastes.  It  is  a  wholesome  way  of 
passing  a  portion  of  God's  day.  It  is  calcu- 
lated to  exert  a  great  influence  upon  the  child 
as  a  member  of  society  and  of  the  nation  whose 
prosperity  so  much  depends  upon  the  recog- 
nition of  God.  The  reverence  there  begotten 
for  the  minister,  as  an  embassador  of  heaven, 
has  a  beneficial  efiect.  The  worship  is  inspir- 
ing:. Blessed  are  the  children  whose  feet  tread 
the  courts  of  the  Lord's  house  on  the  day  of 
the  Lord  ;  who  go  thither  from  habit,  never 
having  known  any  thing  else  from  earliest 
childhood ! 

We  are  familiar  with  the  usual  objections  : 
"  The  child  cannot  understand  the  sermon." 
Nor  do  all  adults.      We  shall  do  well  to  remem- 


The  Church  School.  141 

ber  that  the  children  are  more  appreciative 
hearers  than  many  suppose,  and  that  with 
increase  of  culture  and  wisdom  and  tact  on  the 
part  of  the  ministry,  we  shall  have  more  sim- 
plicity and  plainness  of  speech  in  the  pulpit,  to 
the  advantage  of  both  children  and  adults.  "  Our 
children  are  disinclined  to  go."  How  does  it 
happen  that  they  have  ever  had  any  choice  in 
the  matter  .^  They  should  not  remember  the 
day  when  they  did  not  attend  preaching.  But 
then,  what  has  their  disinclination  to  do  with 
the  claims  of  God  and  of  their  earthly  parents  ? 
Have  they  not  learned  prompt  and  unquestion- 
ing obedience  to  a  father's  command  ?  And  do 
parents  grant  children  a  release  from  all  uncon- 
genial tasks  ?  Because  disinclined  to  it,  do  they 
neglect  the  week-day  school  and  its  appointed^ 
lessons  ?  "  We  may  prejudice  our  children 
against  public  service,  so  that  when  they  become 
old  they  will  not  attend  because  ahenated  from 
the  Ch  irch  by  the  rigorous  discipline  of  child- 
hood."    The   opposite  is  true.     The  men   and 


14-  The  Church  School 

women  of  our  day  who  are  most  faithful  in 
attendance  on  the  sanctuary  are  those  who  have 
been  habituated  to  it.  Those  who  were  allowed 
in  youth  *' to  have  their  own  way"  are  not  usu- 
ally the  most  devout  saints,  nor  the  most  regu 
lar  in  the  discharge  of  public  or  private  religious 
duties.  We  do  not  sympathize  with  what  are 
V  called  **  special  services  for  children  "  when  they 
serve  as  an  excuse  for  non-attendance  at  the 
public  worship. 

Our  rule  is  this  :  Give  some  truth  in  every 
sermon  to  hearers  of  all  capacities,  to  every 
man  his  portion  in  due  season,  rightly  dividing 
the  word  of  God,  and  our  children  will  grow  up 
to  reverence  and  delight  in  the  sanctuary  and  in 
the  law  of  the  Lord. 

Let  ministers  urge  upon  heads  of  families  the 
importance  of  this  duty,  and  then  let  them  study 
so  to  read  the  Scripture  lessons,  and  order  the 
service  of  song,  and  preach  the  words  of  eternal 
life,  that  the  "  duty  "  discharged  by  the  parent 
may    be    by    the    Pastor    transformed    into    a 


The  Church  School.  143 

"delight"  to  the  children.  So  shall  they  bless 
him  :  and  the  blessing  of  a  little  child  is  next 
in  preciousness  to  the  blessing  of  the  Lord 
himself 

A  few  words  upon  the  second  topic :  The 
children  and  Clnirch-nicnibcrsJiip.  Whatever 
be  the  theological  opinion  and  the  ecclesiasti- 
cal policy  with  reference  to  childhood  and  its 
religious  life  and  relations,  one  thing  is  in- 
controvertible. The  earlier  a  child  can  be 
brought  to  a  personal  recognition  of  Jesus  as 
his  Saviour,  and  to  a  personal  identification 
with  the  Church,  the  better  for  him.  Baptized 
or  unbaptized  in  infancy,  at  birth  a  sinner  or 
by  the  provisions  of  grace  virtually  a  saint, 
Vv'ith  these  questions  vre  have  not  now  to  do  ; 
but  as  early  in  the  child's  life  as  possible,  we 
say,  teach  him  implicit  trust  in  Christ,  and  the 
full  consecration  of  his  little  life  and  all  its 
possibilities  to  Christ.  We  may  depend  upon 
the  co-operation  of  the  Holy  Ghost,  who  will 
supplement  our  lack  of  insight  into  the  peculiar 


1^4  The  Church  School. 

nature  of  the  child,  and  the  immaturity  of 
thought  and  conviction  which  we  are  so  prone 
to  attribute  to  our  youth. 

Let  us,  however,  be  wise  with  our  very 
highest  wisdom  in  this  direction.  Remember- 
ing that  the  conversion  of  the  Httle  one  is  the 
work  of  the  Spirit,  let  us  seek  the  Spirit.  Re- 
membering that  the  Spirit  operates  through 
the  truth,  let  us  teach  the  truth.  Especially 
do  we  advise  : 

1.  Distinguish  between  a  transitory  emotion 
easily  traceable  to  circumstances,  and  the  deeper 
and  often  less  demonstrative  work  of  the  Spirit 
of  God. 

2.  Guard  against  unwise  public  methods  of 
"  seeking  religion."  We  believe  that  children 
should  publicly  profess  Christ ;  but  we  are 
painfully  aware  that  the  very  measures  often 
adopted  to  secure  this  end  are  more  likely  to 
develop  pride  and  morbid  self-consciousness 
than  piety  and  humility.  Let  God's  minis- 
ters guard  this  interest  under   the  leading  of 


The  Church  School.  145 

God's    Spirit   and    the    dictates    of   their   best 
judgment. 

3.  Take  good  care  of  the  little  disciples  after 
the  first  profession.  Teach  them,  bear  with 
them,  aid  them  ;  remember  that  they  are  chil- 
dren, and  never  seek  to  adjust  upon  their  souls 
an  overgrown  type  of  piety  which  has  been 
taken  out  of  a  "religious  biography,"  and 
v/hich  was,  even  with  the  adult,  an  exception, 
if  not  an  excrescence.  Never  try  to  take  the 
"boy"  out  of  a  boy  in  order  to  make  him  a 
Christian.  What  he  loses  is  worth  more  to 
him  than  what  he  receives  in  the  exchange. 
Rather  lead  him  into  the  paths  of  practical 
faith  in  God.  Teach  him  the  glory  of  hard 
service  for  Christ.  Exalt  principle.  Store  his 
mind  with  Gospel  facts  and  maxims  and 
promises.  Teach  him  to  pray  daily,  to 
love  Jesus  as  he  loves  his  mother,  to  be 
true  always  and  every-where,  to  avoid  all 
pretenses,   to   fairly   represent    the   power  and 

nobleness   of  the    Christian   religion   at   home, 
10 


146 


The  Church  School. 


in    the    play-ground,    at    school,    and    in    the 
street. 

Of  the    Sunday-school    teacher   as    a   guide 
and  class-leader  we  shall  speak  further  on. 


lie  that  ruleth,  with  diligence. 

For  I  say,  through  the  grace  given  unto  me,  to  every  man 
that  is  among  you,  not  to  think  of  himself  more  highly  than 
he  ought  to  think  ;  but  to  think  soberly,  according  as  God 
hath  dealt  to  every  man  the  measure  of  faith. 

The  heart  of  the  wise  teacheth  his  mouth, 
And  addeth  learning  to  his  lips. 
Pleasant  words  are  a£  an  honeycomb. 
Sweet  to  the  soul,  and  health  to  the  bones. 

Hear  ;  for  I  will  speak  of  excellent  things  ; 
And  the  opening  of  my  lips  shall  be  right  things. 

-     We   are  taught   and  we  teach  by  something  about  us  that 
never  goes  into  language  at  all. — Bishop  Huntington. 


CHAPTER  VIII. 

THE      SUPERINTENDENT. 

"And  Moses  verily  was  faithful  in  all  his  house  as  a  servant, 
for  a  testimonyof  those  things  which  were  to  be  spoken  after." 
— Heb.  iii,  5. 

'TPHERE  are  three  qualifications  which  are 
indispensable     to     the     efficient     Sunday 
school  superintendent : 

I.  A  U'lie  personal  character.  This  is  im- 
portant, since  it  determines  the  quality  and 
spirit  of  his  teachings,  the  character  of  the  per- 
sons whom  he  selects  as  his  assistants,  and 
makes  itself  felt  in  the  very  atmosphere  of  the 
school-room.  His  unconscious  influence  should 
be  helj^ul  and  holy.  He  is  all  the  while  com- 
municating a  personal,  involuntary  influence. 
Like  Hercules,  of  whom  it  was  said,  "  Whether 
he  walked  or  stood  or  sat  down,  he  conquered,"" 


150  The  Church  School. 

— the  Sunday  school  superintendent  is  affecting 
the  opinions,  tastes,  and  habits  of  others.  "  We 
are  watched,"  says  Bishop  Huntington  ;  "  we  are 
searched  through  and  through  by  those  we  un- 
dertake to  lead  ;  not  in  a  jealous  or  malignant 
criticism,  but  in  earnest,  good  faith."  Our 
looks  teach.  "  The  countenance  of  holy  men," 
says  Chrysostom,  "  is  full  of  spiritual  power." 
Our  gait,  and  tones  of  voice,  and  spontaneous 
expressions,  and  the  reputations  we  have,  all 
are  full  of  teaching  energy.  A  superintendent 
should  be  a  man  of  unsullied  name  ;  a  man 
whom  it  pays  a  teacher  or  a  scholar  to  think 
about ;  who,  when  his  name  is  casually  men- 
tioned, or  by  some  association  suggested,  during 
the  week,  brings  to  the  heart  a  feeling  of  glad- 
ness and  gratitude  and  aspiration.  There  is 
scarcely  a  scholar  who  does  not  have  occasion 
J  to  think  about  his  superintendent  a  score  of 
'  times  every  week.  Well  for  both  if  the  acci- 
dental recurrence  of  the  superintendent's  name  or 
face  or  voice  brings  a  holier  purpose  to  the  pupil. 


The  Church  School.  151 

2.  The  second  element  in  the  successful  su- 
perintendent is  the  quick  eye.  He  must  see  in* 
order  to  govern.  He  must  see  promptly.  There 
are  men  who  seem  never  to  detect  disturbing- 
elements  in  their  schools.  They  have  no  sensi- 
tiveness. If  aware  of  trouble  they  seem  unable 
to  locate  it.  And  so  the  school  runs  on  with 
undetected,  and  of  course  uncorrected,  evils  to 
hamper  and  weaken  it. 

3.  A  man  may  have  character  and  a  quick 
eye,  and  yet  not  be  a  good  superintendent.  The 
third  indispensable  qualification  is  governing 
tact.  He  must  be  able  to  touch  the  spot  where 
trouble  is  in  the  school-room.  We  know  su- 
perintendents who  stamp  and  ring  and  scold 
and  suffer,  but  do  not  know  how  to  make 
things  better. 

There  may  be  inherent  strength  without 
ability  to  rule.  The  connection  may  be  want- 
ing between  the  engine  and  the  spindles.  A 
cog  is  broken.  A  strap  has  slipped.  The  power 
goes  for  nothing  if  the  connection  be  severed. 


152  The  Church  School. 

The  true  superintendent  has  personal  power,  is 
prompt  to  see  where  its  exercise  is  demanded, 
and  knows  just  how  and  when  and  where  to 
apply  it. 

We  speak  of  the  superintendent  principally 
as  a  governor.  As  such  he  governs  in  the  in- 
terest of  the  Church,  not  regarding  his  school 
as  an  independency.  He  co-operates  v/ith  the 
Pastor.  He  announces  all  public  and  social 
Church  services  in  the  school,  and  does  his  best 
to  secure  the  attendance  of  all.  It  is  in  no 
small  degree  owing  to  his  efforts  that  the  Sab- 
bath morning  service  and  the  week  evening 
prayer-meetings  are  crowded. 

He  governs  through  the  teachers,  as  the 
colonel  of  a  regiment  through  the  captains  of 
the  several  companies. 

He  governs  in  kindness,  never  publicly  re- 
buking teacher  or  pupil — repressing  disorder 
firmly  ;  correcting  irregularities  promptly  ;  but 
doing  all  this  without  appearing  to  be  even  for 
one  moment  ill  at  ease  himself,  and  never  in  the 


The  Church  School.  153 

slightest  degree  violating  the  highest  standard 
of  courtesy. 

He  governs  honestly.  He  never  buys  schol- 
ars from  a  neighboring  school  by  the  offer  of 
costly  presents,  nor  bribes  his  own  scholars  to 
proselyte  in  any  way  for  the  sake  of  enlarging 
the  attendance.  He  regards  all  such  things 
with  ineffable  scorn  and  contempt. 

He  governs  in  calmness.  He  has  a  strong 
\^J1,  and  brings  it  to  bear  with  heavy  pressure  u 
on  all  departments  of  his  school  ;  but  it  is  done 
so  gently  and  in  so  quiet  a  way  that  one  might 
almost  charge  him  with  governing  too  little. 
He  brings  a  school  to  perfect  stillness  at  will. 
There  is  a  charm  in  the  quietness  of  all  his 
moven-;ents.  The  school  feels  it,  and  delights 
to  respond  by  respectful  and  attentive  silence 
to  his  word  of  command.  As  governor,  the  su- 
perintendent is  chiefly  a  protector.  He  protects 
scholars  against  demoralizing  associations  in 
the  class  ;  against  indifferent  and  incompetent 
teachers  ;    against    the    tendency    so    painfully 


154  The  Church  School. 

manifest  in  our  day  to  irreverence  in  the  house 
of  God.  He  protects  teachers  against  the 
interruptions  of  Hbrarian,  missionary  collectors, 
^Visitors  and  speech-makers — in  every  possible 
way  aiding  and  encouraging  and  inspiring  them 
in  their  work. 

He  is  superintendent  all  the  week,  and  not 
only  on  the  Sabbath.  As  superintendent  he 
reads  up  the  literature  of  his  profession,  attends 
institutes,  visits  his  teachers  in  a  pastoral 
way,  regularly  attends  all  public  services  of  the 
Church,  co-operates  with  the  proper  officers  in 
promoting  the  growth  of  Zion,  and  thus  pro- 
longs his  term  of  office  indefinitely,  because 
"  faithful  "  like  Moses  ''  in  all  his  house  as  a 
servant "  of  God  and  of  his  Church. 

The  superintendent  has  much  influence  in 
attracting  adult  members  to  the  school,  and 
in  exalting  the  word  among  them.  He  aids 
the  Pastor  in  the  week-evening  special  classes, 
and  will  never  be  content  until  a  flourishing 
Normal    Class    is    giving    good    promise    of  a 


The  Chupxh  School. 


155 


band  of   thoroughly    trained    teachers    for   the 
future. 

This  is  our  ideal  Superintendent  of  the 
Church  School.  May  the  number  of  such 
laborers  be  multiplied ! 


lie  was  more  honorable  than  the  thirty,  but  he  attained  not 
to  the  first  three. 

And  these  are  they  whom  David  set  over  the  service  of 
song  in  the  house  of  the  Lord,  after  that  the  ark  had  rest. 

Out  of  Machir  came  down  governors, 

And  out  of  Zebulon  they  that  handle  the  pen  of  the  writer. 

Shelomith  and  his  brethren  were  over  all  the  treasures  of 
the  dedicated  things. 

Of  making  many  books  there  is  no  end. 

And  the  things  that  thou  hast  heard  of  me  among  many 
witnesses,  the  same  commit  thou  to  faithful  men,  who  shall  be 
able  to  teach  others  also. 


CHAPTER  IX. 

OTHER     OFFICERS. 

There  are  differences  of  administrations,  but  the  same  Lord, 
^i  Cor,  xii,  5. 

^T  TE  have  recognized  the  Sunday  school  in 
its  higher  form  as  an  integrant  part  of 
the  Church  ;  the  pastor  as  its  head,  and  the 
superintendent  as  his  assistant  and  subordinate. 
Thus  all  Church  officers,  elders,  deacons,  vestry- 
men, stewards,  class  leaders,  or  by  whatever  offi- 
cial title  designated,  become  identified  with  the 
Church  school  ;  and  all  so-called  "  officers  of 
the  school,"  who  are  essential  to  its  organization 
and  successful  operation,  become  thereby  exalted 
to  the  dignity  of  Church  officials.  They  may 
be  neither  the  head  nor  the  heart  of  the  "  body 
of  Christ."  The  lowly  service  which  some  are 
required  to  perform  may  cause  them  to  be  ac- 


158  The  Church  School. 

counted  but  the  finger  or  the  foot.  And  yet  if 
the  blood  of  the  heart  throb  m  them,  their  serv- 
ice is  no  mean  thing  in  His  sight  who  judgeth 
not  according  to  man's  judgment.  The  finger 
may  at  the  last  wear  a  lustrous  jewel,  and  the  , 
foot  tread  upon  golden  streets.  The  motive  of 
service  is  what  determines  its  worth.  What- 
ever the  "  administration,"  be  it  in  matters  high 
or  low,  as  the  world  measures  the  divers  minis- 
tries of  the  Church,  "  the  same  Lord  "  will  use 
it  for  his  glory. 

We  shall  offer  a  few  practical  hints  in  this 
connection  upon  the  duties  of  Church  officers 
who  are  more  immediately  associated  with  the 
school  department  itself,  premising  that  all  who 
are  charged  with  the  management  of  ecclesias- 
tical affairs — whether  in  matters  material  or 
spiritual — should  feel  a  keen  and  ever-increas- 
ing interest  in  this  branch  of  the  Church,  and 
should  deliberate  and  legislate  in  its  behalf; 
devising  liberal  financial  endowments,  providing 
commodious  and  comfortable  quarters,  supply- 


The  Church  School.  159 

ing  without  stint  all  requisite  apparatus  for  the 
most  successful  prosecution  of  this  work. 

In  the  Church  school  there  must  be  persons 
"  set  over  the  service  of  song,"  What  would 
the  Sunday  school  be  without  miusic  ?  What 
would  the  music  be  without  some  responsible 
and  well-qualified  conductor }  Let  us  say  a  ^- 
few  things  about  this  officer. 

He  should  believe  in  music  as  a  medium  of 
worship  and  as  a  means  of  grace,  and  this  even  u 
in  the  Sunday  school,  where  it  has  been  too 
frequently  (our  pen  had  almost  said,  too  com- 
monly) a  mere  source  of  entertainment  and  of 
enjoyment.  The  chorister  we  covet  believes 
that  the  singing  in  Sunday  school  should  be 
full  of  zvorship — sincere,  reverent,  joyful  praise 
— cultivating  in  our  youth  the  devotional  senti- 
ment, and  uplifting  them  toward  God  in  blessed 
communion  every  time  they  convene  to  consult 
his  word.  Therefore  the  chorister  should  be  a 
Christian.  This  is  the  first  requisition ;  and 
this  will  give  an  unction  to  his  leadership  which 


i6o  The  Church  School. 

may  well  compensate  the  lack  of  high  profes- 
sional attainment.  We  do  not  depreciate  the 
one  by  strenuously  advocating  the  other.  The 
employment  of  worldly,  trifling,  tippling  leaders 
of  song  in  the  Sunday  schools  is  simply  an 
abomination.  Such  men  corrupt  our  youth, 
and  neutralize  the  holy  sentiment  which  the 
hymns  of  Zion  put  upon  their  lips. 

As  leader  of  singing  in  a  ChurcJi  school  the 

chorister  will  use   the  music  and  the  hymns  of 
•J 

the  Church  so  as  to  retain  among  the  young 
people  a  knowledge  of  the  "  old  hymns,"  and  in 
this  way  train  them  to  sing  in  the  sanctuary, 
that  the  distinction  may  not  be  too  marked, 
as  is  now  the  case  between  so-called  "  Sunday 
school"  and  "Church"  music. 

As  a  subordinate  of  both  Pastor  and  Super- 
intendent he  will  be  guided  by  them  in  his 
A  selections,  and  will  aim  in  every  possible  way 
to  increase  through  the  school  the  power  of 
this  important  service.  It  will  be  a  grand 
day,  indeed,   for    the    Church  of   Christ  when 


The  Church  School.  i6i 

in  all  the  public  assemblies  the  "hosannas" 
of  her  children  are  heard  ;  when  the  liveliest 
.Gospel  melodies  of  these  latter  days  alternate 
in  the  sanctuary  with  the  more  grand  and 
stately  tunes  of  a  former  age,  and  all  the  people^ 
with  more  care  for  the  sentiment  than  for  the 
style  of  rendering  it,  give  utterance  in  loud  and 
united  voice  to  the  praises  of  God.  This  was 
one  secret  of  the  success  of  early  Methodism. 
This  is  one  of  the  greatest  needs  of  modern 
Methodism.  May  the  Sunday  school  do  her 
part  toward  correcting  the  present  unfortunate 
tendency  toward  "artistic  performances"  and 
^orchestral  monopolies  in  the  house  of  God  ! 

The  Secretary  is  not  an  unimportant  officer 
in  the  Sunday  school.  He  is  assistant  to  the 
"clerk"  or  "recording  secretary"  of  the  Church. 
Are  not  the  names  he  registers  by  that  very  act 
placed  on  the  roll  of  the  Church  }  Not  all,  in- 
deed, as  full  members,  nor  as  probationers,  nor 
as  baptized  "  subjects  ; "  but  if  in  none  of  these 

relations,  certainly  as  candidates  for  the  Church 
11 


1 62  The  Church  School. 

— "  catechumens  "  if  you  please — and  thus  within 
her  grasp  and  under  her  influence.  The  secre- 
tary should  therefore  record  names  cautiously, 
pass  them  over  to  the  Pastor  regularly,  notice 
and  report  absences  promptly,  and  seek  by  all 
the  means  in  his  power — not  forgetting  prayer 
and  personal  correspondence — to  hold  in  the 
Church  perpetually  those  whose  names  he  is 
permitted  to  record  on  the  Sunday  school  roll. 
He  should  see  that  scholars  who  must  leave  the 
school  are  provided  with  certificates  of  member- 
ship and  standing.  We  venture  the  assertion 
that  twenty  good  secretaries  who  hold  the  true 
theory  of  the  Church  school  will  save  in  one 
year  at  least  a  hundred  persons  to  the  Church 
in  the  places  to  which  they  remove,  and  this 
simply  by  providing  the  departing  pupils  with 
certificates,  and  by  anticipating  their  arrival  at 
the  place  of  destination  by  a  letter,  or  circular, 
or  duplicate  certificate,  forwarded  to  the  Pastor 
resident  there.  This  good  work  may  be  still 
further   facilitated   by  following   the   dismissed 


The  Church  School.  163 


members  with  frequent  circulars  relating  to  the 
school,  and  with  personal  letters  of  Christian 
friendship,  counsel,  and  inquiry.  The  results 
of  such  correspondence  should  be  recorded  in 
a  book  kept  for  that  purpose.  In  this  way  the 
secretary  may  all  the  while  extend  the  influence 
of  the  particular  Church  with  which  he  is  identi- 
fied, and  by  his  pen  perform  a  service  of  inesti- 
mable value. 

The  duties  of  the  Treasurer  are  few,  easily 
understood,  and  usually  well  performed.  We 
hope  that  the  day  is  not  far  distant  when  each 
Sunday  school  shall  have  an  annual  appropria- 
tion from  the  Church  of  which  it  is  a  part.  This 
arrangement  will  render  the  treasurer's  service 
still  more  simple  and  agreeable. 

And  now  concerning  the  Librarian.  We 
cannot  speak  of  his  duties  without  advancing  a 
theory  relative  to  the  library  itself.  And  this 
is  our  thinking  on  this  annoying  but  important 
question :  We  believe  that  the  Church  should 
purchase,  organize,  distribute,  and  replenish  the 


164  The  Chuxcii  School. 

library  of  the  Church  Sunday  school,  i.  Be- 
cause the  Church  is  largely  responsible  for 
the  literature  read  by  her  members,  and  by 
those  who  are  providentially  under  her  direction, 
2.  Because  the  dignity  attaching  to  the  title  and 
idea  of  a  "  Church  library"  will  tend  to  improve 
the  character  of  the  books  selected.  They  will 
be  more  likely  to  meet  the  tastes  of  adults  and 
advanced  young  people  than  a  so-called  "  Sun- 
day school  library."  3.  Because  by  this  arrange- 
ment the  Sunday  school  will  be  relieved  of  the 
odium  that  it  now  incurs  from  the  unfavorable 
reputation  which  Sunday  school  books  bear 
among  cultivated  people.  4.  Because  a  Church 
library  will  be  kept  open  the  more  easily  during 
the  week  to  supply  readers  ;  thus  avoiding  in- 
terruption of  the  lessons  and  waste  of  time  in 
Sunday  school. 

How  shall  a  school  desiring  to  secure  these 
benefits  proceed  in  carrying  out  the  plan  ? 
I.  Let  the  Sunday  school  officers  and  teachers 
by  a  formal  vote  transfer  the  library  now  in  the 


The  Church  School.  165 

school  to  the  officers  of  the  Church,  requesting 
them  to  accept,  and  to  establish  a  Church 
library.  2.  Let  the  board  (or  whatever  the 
Church  organization  may  be  called)  appoint  a 
committee  of  at  least  five  judicious,  cultivated 
Christian  ladies  and  gentlemen,  whose  duty  it 
shall  be  to  read  and  approve  new  books,  and 
every  month  to  place  a  new  installment  on  the 
shelves,  that  the  interest  in  the  library  may  be 
always  fresh.  3.  Let  the  library  be  opened  be- 
fore and  after  prayer-meeting  on  a  week  even- 
ing ;  also  on  Saturday  afternoon  and  evening. 
To  accommodate  persons  living  in  the  country 
or  at  a  distance  from  the  Church,  let  the  Church 
library  be  opened  on  Sabbath  at  such  hours  as 
will  not  interfere  with  the  service  of  preaching 
or  of  Bible  study.  4.  Keep  a  list  of  all  persons 
who  agree  to  receive,  read,  and  return  the  books. 
To  all  such  issue  free  cards  and  catalogues. 

In  some  places  this  plan  may  be  wholly  im- 
practicable. It  will  grow  more  and  more  into 
favor,  however,  with  the  large  schools,  especially 


i"66  The  Church  School. 

as  they  learn  to  depend  more  upon  Bible  study 
and  training  than  upon  other  and  outside  at- 
tractions. 

In  the  school  or  independent  of  it,  the  library 
must  have  a  manager  and  a  system.  We  depend 
ji  more  upon  the  manager  than  upon  the  system. 
Given,  a  librarian  with  tact,  industry,  and  en- 
thusiasm, and  he  will  make  any  scheme — even 
the  poorest — a  success,  while  without  the  right 
man  to  handle  it,  the  best  method  in  the  world 
will  prove  a  failure. 

Last,  but  by  no  means  least  in  the  roll  of 
Church  school  officers,  are  teachers  and  class- 
leaders,  of  whom  as  workers  of  the  same  order 
and  as  sub-Pastors  we  shall  speak  in  our  closing 
chapter. 


Remove  not  the  ancient  landmark,  mIulIi  tliy  fathers 
have  set. 

And  the  king  went  up  into  the  house  of  the  Lord,  and  all 
the  men  of  Judah  and  all  the  inhabitants  of  Jerusalem  with 
him,  and  the  priests,  and  the  prophets,  and  all  the  people, 
both  small  and  great :  and  he  read  in  their  ears  all  the  words 
of  the  book  of  the  covenant  which  was  found  in  the  house  of 
the  Lord. 

Wherewithal  shall  a  young  man  cleanse  his  way  ? 
By  taking  heed  thereto  according  to  thy  word. 

I  have  written  unto  you,  young  men,  because  ye  are  strong, 
and  the  word  of  God  abideth  in  vou. 


CHAPTER  X. 

THE    OLDER    SCHOLARS. 

More  noble,  ...  in  that  they  received  the  word  with  all 
readiness  of  mind,  and  searched  the  Scriptures  daily. — Acts 
xvii,  II, 

T  T  TE  do  not  despair  of  the  Oid,  although  we 
*  ^  labor  sedulously,  and  with  such  confi- 
dence, in  behalf  of  the  young.  Sometimes  we 
are  afraid  that  theories  which  place  so  high  an 
estimate  upon  the  opportunities  of  childhood 
may  tend  to  discourage  those  who,  looking  back 
from  middle  age  upon  lost  privileges,  almost 
assure  themselves  that  past  neglect  has  for- 
feited future  opportunity.  The  lamentation 
which  closes  with  the  fateful  words,  "  Too  late  !  " 
may  prove  disastrous  to  the  doubting  and  de- 
spairing soul. 

Why   should   we   pronounce  our   own   doom 


I/O  The  Church  School. 

while  the  sun  shines  upon  us,  and  the  good 
God  prolongs  our  lives,  and  the  glorious  Gospel 
appeals  with  its  "  whosoevers  "  to  the  ears  and 
hearts  of  men  ? 

Why  should  the  old  neglect  mental  improve- 
ment because  in  early  life  they  gave  so  little 
attention  to  it  ?  The  records  of  history  speak 
hopefully  to  the  old.  We  have  somewhere  met 
the  following  illustrations  of  the  possibilities  of 
age :  "  Socrates  at  an  extreme  age  learned  to 
play  on  musical  instruments.  Cato  at  eighty 
years  of  age  thought  proper  to  learn  the  Greek 
language.  Plutarch  when  between  seventy  and 
eighty  commenced  the  study  of  Latin.  Boc- 
caccio was  thirty-five  years  of  age  when  he 
commenced  his  studies  in  light  literature,  yet 
he  became  one  of  the  three  great  masters  of 
the  Tuscan  dialect,  Dante  and  Petrarch  being 
the  other  two.  Sir  H.  Spelman  neglected  the 
sciences  in  his  youth,  but  commenced  the  study 
of  them  when  he  was.  between  fifty  and  sixty 
years  of  a!2^e.      After  this  time    he  became  a 


The  Church  School.  171 

most  learned  antiquarian  and  lawyer.  Colbeth, 
the  famous  French  minister,  at  sixty  years  of 
age  returned  to  his  Latin  and  law  studies. 
Ludovico  at  the  great  age  of  one  hundred  and 
fifteen  wrote  the  memories  of  his  own  times. 
Ogilby,  the  translator  of  Homer  and  Virgil,  was 
unacquainted  with  Latin  and  Greek  until  he  was 
past  fifty  years  of  age.  Franklin  did  not  com- 
mence his  philosophical  pursuits  until  he  had 
reached  his  fiftieth  year.  Accorso,  a  great 
lawyer,  being  asked  why  he  began  his  study  of 
law  so  late,  answered,  that  indeed  he  began  it 
late  ;  he  could  therefore  master  it  sooner. 
Dryden  in  his  sixty-eighth  year  commenced 
the  translation  of  the  Iliad,  and  his  most 
pleasing  productions  were  written  in  his  old 
age." 

Many  an  old  man  has  learned  the  wisdom 
of  Christ,  and  commenced  a  career  of  disci- 
pleship  with  the  frosts  of  age  whitening  his 
brow.  With  regret  for  a  wasted  past  of  three- 
score years,  he  has  consecrated  the  remaining 


1/2  The  Church  School. 

eternity  of  his  existence  to  the  God  who  made 
and  redeemed  him. 

Let  not  the  aged  neglect  the  improvement  of 
mind  and  heart  and  time  and  all  gracious  op- 
portunity. Let  the  Sunday  school  be  a  school 
for  all.  Let  the  Bible  be  the  text-book  of  the 
infant  and  of  the  octogenarian.  Let  hope  cheer 
and  inspire  the  trembling,  self-distrustful,  re- 
gretful man  who,  having  long  absented  himself 
from  Christ,  seeks  at  last  to  be  a  true  and 
studious  disciple  in  the  school  of  our  great 
Master. 

But  there  is  an  important  class  in  the  Church 
and  community  who  do  not  count  themselves 
old  enough  to  be  called  adults,  and  yet  who 
protest  against  being  regarded  as  children. 
We  call  them  "  the  young  people."  Now  the 
Church  must  have  a  firmer  hold  upon  this  class. 
One  or  two  hours  a  week  of  Sabbath  school  sing- 
ing, teaching,  and  social  cheer  will  not  suffice. 

Here  is  the  great  problem — How  shall  we 
secure  the  regular  attendance  of  a  larger  propor- 


The  Chl'rch  School.  173 

tion  of  young  people  and  adults  at  our  schools, 
and  how  gain  a  firmer  hold  upon  them  when 
once  connected  with  us  ?  It  is  important,  too, 
in  securing  this  hold,  to  do  it  by  means  that 
will  contribute  to  the  great  end  of  our  Church- 
w^ork — the  development  of  Christian  character 
through  Bible  study.  Now,  how  can  we  induce 
our  people  generally  to  study  the  word  of  God  ? 
How  surround  this  work  with  attractions  suffi- 
cient to  counteract  the  dissipating  influences  of 
the  world  ?  How  make  such  study  contribute 
to  the  social  life  and  strength,  as  well  as  to  the 
spirituality,  of  the  Church  ?  These  questions 
have  been  asked  over  and  over  again  by  Pastors 
and  influential  laymen.  We  propose  to  give 
an  answer. 

I.  The  Pastor  himself  has  more  influence  in 
this  matter  than  any  other  man,  we  had  almost 
said  than  any  five  men  in  his  Church.  His 
position  gives  him  a  sort  of  authority.  His 
words  weigh  more  than  the  words  of  other  men. 
As  we  have  already  shown,  in   his  pulpit  an- 


174  The  Church  School. 

nouncements,  prayers,  and  sermons,  in  prayer- 
meetings,  in  pastoral  calls,  in  casual  contacts 
with  the  members  of  his  Church,  he  may  do  a 
vast  deal  for  this  work.  Then  what  so  mighty 
as  his  personal  example  ? 

2.  A  few  influential  Church-members  and 
office-holders  may  form  themselves  into  an  effi- 
cient league  whose  words  and  example,  opera- 
ting in  the  several  spheres  of  personal  influence, 
would  draw  many  adults  toward  the  school  of 
the  Church. 

3.  A  higher  order  of  teaching  in  the  school 
will  work  incalculably  more  than  outside  influ- 
ence, and  where  the  two  can  co-operate  we  may 
look  for  rapid  and  gratifying  growth. 

4.  The  relinquishment  (in  smaller  places)  of 
one  of  the  sermons  would  afford  time  for  a  serv- 
ice of  Bible  study.  In  large  cities,  where  pulpit 
competitions  are  rife  and  require  two  regular 
public  services,  the  modification  of  one  of  these 
into  a  sort  of  popular  Bible  lecture-lesson  would 
soon  so   charm  the  people  with  biblical  study, 


The   Church   School.  17$ 

and  furnish  them  opportunity  to  attend  to  it, 
that  the  Church  could  fulfill  the  Master's  com- 
mand to  teach,  as  it  now  does  to  preach,  the  word. 
Such  a  "  Bible  service/'  with  simultaneous  an- 
swers from  the  vast  congregation,  with  illustra- 
tive diagrams,  maps,  etc.,  to  aid  the  teacher  or 
lecturer,  with  songs  of  salvation  sung  by  old  and 
young  in  a  magnificent  chorus-choir  compo^d 
of  the  whole  assembly,  would  be  no  desecration 
of  God's  day,  and  would  develop  vastly  more 
intellectual  activity  and  love  for  the  Holy  Script- 
ures than  it  is  possible  for  the  present  preach- 
ing service  to  secure. 

5.  But  at  present  let  us  see  what  may  be  done 
during  the  week  in  the  direction  indicated.  And 
to  make  our  plan  clear,  let  us  formulate  it  in 
a  Constitution.  We  suggest  it  tentatively,  for 
although  during  our  early  pastorate  we  employed 
some  of  its  features,  others  are,  so  far  as  we  are. 
concerned,  entirely  untested. 


176  The  Church  School. 

Constitution  of  the  Senior  Circle. 

1.  It  is  the  design  of  the  Senior  Circle  con- 
nected   with  Church    to    encourage    the 

habitual  and  thorough  study  of  the  Holy  Script- 
ures, especially  by  the  young  people  and  adults 
of  the  Church  and  community  ;  the  cultivation 
of  correct  habits  of  reading  and  study,  and  the 
promotion  of  a  true  social  life  in  connection  with 
the  Church  ;  and  to  do  this  in  such  a  manner  as 
shall  advance  the  divine  kingdom  in  our  midst, 
tend  to  the  deepening  of  spiritual  experience, 
and  the  increase  of  our  moral  and  religious 
influence. 

2.  There  shall  be  a  principal,  secretary,  and 
treasurer,  who,  together  with  the  Pastor  of  the 
Church  and  the  superintendent  of  the  Sunday 
school,  shall  constitute  a  board  of  managers,  all 
of  whom  shall  be  elected  annually.  [Where  the 
Pastor  or  superintendent  is  elected  as  principal 
another  name  shall  be  added,  so  that  the  board 
shall  always  consist  of  five  officers.] 


The  Church  School.  177 

3.  The  Senior  Circle  shall  hold  a  meeting 
every  week.  Once  every  quarter  it  shall  be 
known  as  the  social  session.  Three  times 
every  quarter  the  meetings  shall  be  known 
as  the  lecture  session.  Nine  times  a  quarter 
they  shall  be  called  lesson  sessions.  [The  social 
session  is  designed  to  be  a  sort  of  conversazione, 
or  literary  gathering  for  social  conversation,  the 
examination  of  pictures  and  maps,  the  reading 
of  essays,  etc.,  etc. ;  this  meeting  to  be  free 
from  formality  and  restraint,  and  calculated  to 
mingle  the  freedom  of  a  Church  sociable  with 
the  higher  ends  of  literary  associations.  Such 
literary  meetings  are  now  quite  common  among 
select  circles  in  the  Church.  The  Senior  Circle 
will  aim  to  popularize  them.  At  the  lecture  ses- 
sion some  scientific  subject  may  be  taken  up, 
and  illustrated  by  diagrams,  experiments,  etc. 
Popular  lectures  on  chemistry,  astronomy,  pho- 
tography, telegraphy,  etc.,  etc.,  prepared  by  home 
talent  and  in  the  interest  of  Christianity,  would 

soon  awaken  an  interest  in  that  Church  and  its 
12 


178  The  Church  School. 

school,  and  secure  the  best  talent  of  the  com- 
munity to  do  a  grand  work  in  the  way  of  relig- 
ious culture  for  all  concerned.  The  lesson  ses- 
sions should  be  devoted  to  the  study  of  the  semi- 
secular  phases  of  the  Bible,  which  can  have 
little  or  no  place  in  the  regular  Sunday  school, 
exercises,  such  as  outlines  of  Bible  history,  the 
geography  of  the  Bible,  its  manners  and  cus- 
toms, natural  history,  civil  and  religious  regula- 
tions, etc.,  etc.,  a  department  full  of  fascination, 
throwing  light  upon  all  parts  of  the  holy  Book, 
and  yet  but  little  known  by  the  mass  of  even 
Christian  people.* 

4.  The  Senior  Circle  must  never  interfere 
with  the  Sunday  school  and  its  established 
meetings,  nor  under  any  circumstances  hold 
Sunday  sessions.  [While  the  organizations  are 
entirely  distinct,  the  Circle  is  designed  to  encour- 
age and  foster  the  school  by  attracting  to  it  the 
older  portion  of  the  community.] 

*  We  shall  speak  more  at  length  on  this  subject  in  the  next 
chapter. 


.  The  Church  School.  179 

5.  There  shall  be  two  grades  or  classes  of 
members  in  the  Senior  Circle.  First,  Xh.Q pledged : 
those  who  agree  to  attend  regularly  the  sessions 
of  the  Sunday  school  and  the  Senior  Circle, 
prepare  all  lessons  required,  and  obey  the  regu- 
lations adopted.  From  this  class  the  Board  of 
Managers  must  be  elected.  Secondly,  the  in- 
vited, who  may,  by  vote  of  the  pledged  members, 
be  enrolled  as  members  of  the  Circle.  The 
invited  members  are  entitled  to  all  the  advan- 
tages of  the  Circle  except  the  right  to  vote  and 
hold  office.  No  person  under  fifteen  years  of 
age  can  be  a  pledged  member. 


Go  and  walk  through  the  land,  and  describe  it,  and  come 
again  to  me,  that  I  may  here  cast  lots  for  you  before  the 
Lord  in  Shiloh.  And  the  men  went  and  passed  through  the 
land,  and  described  it  by  cities  into  seven  parts  in  a  book. 

Come  over  into  Macedonia,  and  help  its. 

O  Timothy,  keep  that  which  is  committed  to  thy  trust, 
avoiding  profane  and  vain  babblings,  and  oppositions  of 
science  falsely  so  called. 

Give  all  thou  canst :  high  heaven  rejects  the  lore 
C*f  nicely  calculated  less  or  more. — Wordsworth. 


T 


CHAPTER   XI. 

•COLLATERAL       AIDS. 
"Give  thyself  wholly  to  them." — i  TiM.  iv,  15. 

HE  Bible  is  an  immense  book.  It  is  as 
wonderful  for  its  richness  and  variety  as 
for  its  magnitude.  There  is  scarcely  a  branch 
of  human  knowledge  upon  which  it  does  not 
shed  some  light.  It  is  a  book  of  diverse 
sciences,  albeit  its  central  science  is  that  of 
salvation.  To  this  all  the  rest  bow  as  the 
sheaves  of  Hebron  and  the  stars  of  heaven 
bowed  to  Joseph, 

In  the  unfolding  of  the  plan  of  redemption 
which  the  Bible  records  we  find  a  treasure  of 
history,  of  biography,  of  geography,  of  ancient, 
peculiar,  and  almost  forgotten  usages,  of  philos- 
ophy, of  ethics,  of  theology — such  as  no  other 
book  in  the  world  contains.      Now  if  a  man 


1 82  The  Church  School. 

would  be  head-master  of  the  school  in  which 
this  great  volume  is  the  text-book,  he  must 
indeed  give  himself  wholly  to  these  things. 
He  has  no  time  for  any  thing  else.  He  must 
be  literally  homo  imius  libri. 

The  minister  who  becomes  an  enthusiastic 
pastor  and  teacher  will  find  the  pulpit  a  limited 
sphere  and  the  Sabbath  but  a  small  portion  of 
the  time  he  needs  for  exposition,  and  for  train- 
ing his  people  in  the  contents  of  the  Book. 
Prizing  all  the  knowledge  which  God  has  there 
communicated,  he  seeks  to  awaken  in  his  young 
people  and  among  the  old  an  intense  delight  in 
truth.  He  trains  them  in  Bible  history  and  biog- 
raphy, knowing  how  much  is  lost  by  not  taking  up 
its  events  in  their  due  chronological  order.  He 
trains  his  people  in  Bible  geography — for  how 
can  one  adequately  comprehend  history  without 
geography  }  Is  not  the  Bible  full  of  geography  } 
And  do  not  the  lands  of  the  Bible  yet  remain 
singularly  unchanged  in  most  of  their  features, 
as  though  God  would  preserve  the  land  to  com- 


The  Church  School.  183 

plement  and  thus  corroborate  and  illustrate  the* 
Book  ?  The  old  customs— domestic,  political, 
religious — how  they  are  inwrought  into  the 
very  texture  of  the  divine  poetry,  prophecy,  and 
precept !  One  cannot  clearly  interpret  the  Word 
unless  he  knows  these  customs.  And  does  not 
the  far  East  still  hold  them  ?  Are  they  not 
glowing  on  granite  and  marble  walls  in  Egypt  ? 
Do  not  the  clay  books  of  Nineveh  and  Babylon 
perpetuate  the  knowledge  of  them  ?  Our  wholly 
consecrated  Pastor  brings  land  and  book,  custom 
and  book,  picture  and  book  together.  The  one 
explains  the  other.  The  young  people  who 
cared  little  for  the  Bible  at  first  have  been  led 
into  the  very  heart  of  it  by  way  of  Egypt  and 
Sinai  and  Syria  and  Nineveh.  They  looked 
eagerly  at  the  '' stones  "#he  showed  them,  and 
lo !  they  found  written  on  them  the  command 
ments  of  God.* 

The    Bible    is    a    book   of  doctrines.      The 
Church  Catechism  is  a  systematic  arrangement 

♦See  account  of  the  Palestine  Class,  Appendix  V. 


184  The  Church  School. 

of  these  doctrines.  They  are  there  formulated. 
They  are  to  be  buried  in  the  mind  of  childhood 
-^  as  the  conduits  and  water-pipes  are  laid  under 
a  city.  For  a  time  they  seem  almost  useless  ; 
hidden  and  forgotten.  But  lo !  one  day  the 
gates  in  the  reservoir  are  hoisted,  and  through 
the  buried  pipes  rushes  a  stream  of  cold,  re- 
freshing, delightful,  life-giving  water.  So  our 
Pastor  believes  in  the  "  dry  formulas  "  of  faith ; 
but  he  teaches  them  in  so  pleasant  a  manner 
that  they  never  seem  dry  to  his  scholars,  and 
betimes,  and  before  a  long  time  too,  the  streams 
of  salvation  flow  through  them. 

The  Church  is  also  an  anny.  The  Pastor 
knows  this  well,  and  all  the  week  keeps  his  people 
drilling  and  warring  and  working.  He  raises  up 
from  among  his  little  people  a  band  oi  willing 
laborers  and  brave  soldiers.  He  scatters  tracts 
by  their  hands.  He  collects  by  their  aid  mis- 
sionary money.  He  distributes  Bibles,  he  visits 
the  poor,  the  sick,  and  the  imprisoned  through 
his  busy  people. 


The  Church  School.  185 

Knowing  that  service  rendered  is  all  the  more 
zealously  and  efficiently  performed  if  it  be  intel- 
ligent service,  he  trains  his  people  in  missionary 
work.  They  know  the  missionary  maps  and  the 
various  fields  of  missionary  labor  the  peculiar 
difficulties  to  be  there  overcome,  the  measure  of 
success  achieved  already,  the  work  remaining 
to  be  done. 

He  moreover  trains  his  people  in  all  kinds  of 
Christian  work,  and  makes  them  acquainted  as 
far  as  possible  with  the  history  of  eleemosynary 
institutions  and  brotherhoods  the  world  over. 
His  Church  is  itself  a  "  College  for  Bible  stu- 
dents and  for  Christian  workers." 

Science  is  busy.  He  exalts  science,  but 
never  above  the  God  of  science ;  and  he  strips 
infidelity  of  all  its  modern  pretenses  and  soph- 
isms, never  for  a  moment  admitting  the  pos- 
sibility that  revelation  may  yet  succumb  to 
"  reason,"  or  scientific  culture  displace  the  old- 
fashioned  Gospel.  He  understands  science,  and 
tries   to  awaken    in   his    membership,  old  and 


1 86  The  Church  School. 

young,  an  admiration  for  it ;  but  in  this  he 
never  loses  sight,  nor  allows  them  to  lose  sight, 
of  the  cross  of  Christ. 

The  consecrated  Pastor  trains  up  teachers 
from  the  senior  scholars.  He  believes  in  normal 
classes.  He  graduates  a  band  of  well-trained 
young  people  every  year,  appointing  them  to 
office  in  the  presence  of  the  whole  congrega- 
tion, and  requiring  of  them  certain  sacred  vows 
before  he  accepts  their  service.* 

Such  a  Pastor  finds  perpetual  delight  in  the 
word  and  the  work  of  the  Lord.  And  need  we 
say  that  the  Lord  himself  delighteth  in  such 
service  and  in  such  servants  } 

*  See  Appendix  VI. 


Except  the  Lord  build  the  house, 
They  labor  in  vain  that  build  it : 
Except  the  Lord  keep  the  city, 
The  watchman  waketh  but  in  vain. 

This  is  the  word  of  the  Lord  unto  Zerubbabel,  saying, 
Not  by  might,  nor  by  power, 
But  by  my  Spirit,  saith  the  Lord  of  hosts. 

Study  to  show  thyself  approved  unto  God,  a  workman  that 
needeth  not  to  be  ashamed,  rightly  dividing  the  word  of 
truth. 


CHAPTER  XII. 

THE      GREAT      NEEDS. 

"  Go  .  .  .  teach  (disciple)  all  nations.  .  .  ;  teaching  (in- 
structing) them.  .  .  ;  and,  lo,  I  am  with  you  a)  way,  even 
unto  the  end  of  the  world." — Matt,  xxviii,  20. 

'T^HE  first  and  main  want  of  the  modern 
■^  Sunday  school  is  the  Master's  presence. 
The  spiritual  mission  of  the  institution  has  been 
forgotten,  less  by  the  talkers  at  conventions 
than  by  the  great  majority  of  teachers  who 
never  attend  conventions.  The  theory  of  the 
few  outreaches  the  practice  of  the  many.  We 
have  reason  to  fear  that  there  are  many  teachers 
who  make  no  personal  religious  appeals  to  their 
pupils,  who  nevQT^^pray  with  them,  in  whose 
classes  young  persons  have  remained  for  years 
without  a  knowledge  of  Christ,  without  any 
deep-wrought    convictions,    and    even    without 


190  The  CiiUKCii  School. 

one  zealous  effort  on  the  teacher's  part  for  their 
conversion.  Such  classes  and  such  schools 
seem  to  lack  only  one  thing,  but  it  is  the  one 
thing  needful.  Enthusiasm,  numbers,  attract- 
iveness, and  a  score  of  other  charms  they  may 
possess,  but  O  !  where  is  the  Master .'' 

We  trace  this  lamentable  lack  to  the  indefi- 
nite if  not  incorrect  theories  which  underhe 
the  Sunday  school.  If  what  we  build  be  a 
breakwater  instead  of  a  li^ht-house,  why  be 
surprised  that  no  rays  fall  upon  the  black  night 
from  its  summit  ?  If  the  Sunday  school  is  a 
human,  subordinate,  temporary  substitute,  inde- 
pendent of  the  Church  and  without  Divine 
authority,  who  can  wonder  that  the  Divine  co- 
operation has  not  been  sought  or  secured !  If 
it  is  organized  merely  to  Jiold  childhood  until 
the  Church  itself  shall  come  with  diviner 
powers,  we  need  not  measure  its  worth  by  any 
spiritual  result,  and  may  expect  that  in  the 
zeal  to  perfect  its  organization,  display  its  drill 
in  music,  martial  movement,  and  biblical  schol- 


The  Church  School.  191 

arship,  it  will  too  often  forget  to  pass  its  pupils 
over  to  the  Church,  and  not  unfrequently  ahen- 
ate  them  from  it.  But  the  school  is  more  than 
this  theory  allows,  and  it  needs  first  and  always 
the  Divine  co-operation.  No  degree  of  conven- 
ience and  elegance  in  architectural  arrange- 
ments, no  completeness  in  appointments,  no 
precision  and  harmony  of  movement  in  disci- 
pline, no  thoroughness  in  intellectual  training,  no 
impressive  proprieties  in  devotional  service,  no 
ingenious  illustrations  from  the  superintendent's 
desk  or  blackboard,  no  eloquence  in  occasional 
addresses — none  of  these  things  can  compen- 
xsate  for  the  absence  of  the  "power"  which  the 
Holy  Ghost  alone  imparts.  The  Master's  pres- 
ence is  indispensable,  for  ours  is  the  school  of 
Christ.  We  certainly  need  the  Spirii  in  the 
school  of  the  Word,  because  the  Word  is  the 
"  sword  of  the  Spirit." 

Next  to  the  Master's  presence  the  modern 
Sunday  school  craves  ecclesiastical  recognition 
as  a  means  of  grace.     The  Methodist   Church 


192  The  Church  School. 

owes  more  than  she  can  estimate  to  her  system 
of  class-meetings.  By  this  she  has  maintained 
a  permanent  pastorate  in  connection  with  the 
itinerancy.  The  class  leaders  are  the  Pas- 
tor's assistants — sub-Pastors,  We  have  often 
asked,  Why  may  not  the  groupings  or  classes 
of  the  Sunday  school  be  incorporated  in  the 
arrangements  of  the  Church }  Thus  we  should 
secure  unity  of  plan,  and  at  the  same  time 
increase  the  number  of  the  Pastor's  authorized 
helpers. 

Are  the  objects  and  appropriate  methods  of  the 
Church  and  school  classes  so  diverse  as  to  render 
this  impracticable  ?  The  Church  class  seeks 
the  advancement  of  each  believer  in  the  divine 
life  ;  it  encourages  the  free  expression  of  his 
convictions,  needs,  and  attainments  ;  it  rebukes, 
exhorts,  admonishes,  and  instructs,  building 
him  up  in  Christian  knowledge  and  purity.  To 
the  inquirer  it  is  the  Interpreter's  house,  where 
many  great  truths  are  for  the  first  time  ex- 
plained   to    him.       Now    precisely    what    the 


The  Church  School.  193 

Church  class  scholar  needs  our  Sunday  school 
scholar  needs — frank  conversation  about  the 
way  of  life,  admonition,  exhortation,  instruction, 
and  encouragement — all  tending  to  growth  in 
grace.  We  claim  that  this  is  the  true  object  of 
the  Church  school.  It  is  a  spiritual,  not  an  in- 
tellectual gymnasium.  It  strikes  at  the  heart. 
Alas  !  that  we  have  so  few  such  schools.  Our 
most  "approved  teachers  have  inquired  more 
after  inetjwd  than_after  poivcr.  To  recite  well 
every  Sabbath,  and  not  so  much  to  live  near 
to  Christ  and  to  work  for  Christ  every  day,  has 
been  the  great  aim  of  many  of  our  most  cele- 
brated schools. 

We  would  fain  impress  Pastors,  teachers, 
superintendents,  and  scholars  with  the  fact  that 
the  Sunday  school  is  designed  to  strengthen 
religious  character  and  experience ;  and  that 
what  the  faithful  class  leader  would  do  for  his 
class  member,  the  faithful  Sunday  school  teacher 
should  do  for  his  scholar.  "  But  all  Sunday 
scholars  are  not  Church  members."     Full  mem- 

13 


194  The  Church  School. 

bers  by  faith  and  baptism,  alas  !  no  ;  perhaps 
not  even  probaiiona's  or  seekers.  We  have  not 
been  sufficiently  aiming  at  this.  We  have  not 
informed  our  pupils  upon  their  admission  to  the 
school  that  we  could  not  do  our  best  work  for 
them  until  they  had  given  themselves  to  Christ. 
And  we  fear  that  a  large  majority  of  the  Sunday 
school  scholars  are  unconverted.  Though  not 
"  full  members,"  "probationers,"  or  ''seekers," 
do  these  scholars  sustain  no  relation  to  the 
Church }  "  Baptized  members  from  infancy, 
perhaps."  But  for  them  we  organize  Church 
classes.  Are  all  other  scholars  outside  of  the 
Church,  in  such  a  sense  as  to  render  the  class 
arrangement  inappropriate  and  unprofitable } 
We  hold  them  by  parental  authority,  and  gen- 
erally by  their  own  consent,  and  we  claim  that 
as  candidates  for  baptism — "  catechumens  "  like 
those  of  old — they  are  in  some  sense  connected 
with  the  Church.  They  walk  at  least  in  the 
outer  courts,  and  we  may  more  easily  than  we 
think  (because  Christ  is  with  us)  lead  them  up 


The  Church   School.  195 

through  the  gate  Beautiful  into  the  higher  courts 
of  the  Lord's  house.  The  catechumens  need 
the  pastoral  and  sub-pastoral  care.  By  virtue 
of  their  relation  to  the  Church  through  the  fam- 
ilies to  which  they  belong,  we  are  directed  in 
the  Discipline  to  visit  and  instruct  them.  Shall 
their  voluntary  relation  to  the  school  of  the 
Church  grant  us  no  similar  or  superior  advan- 
tages ?  We  think  that  such  interest  in  them, 
and  such  ecclesiastical  relations  guaranteed 
them,  would  exalt  their  view  of  the  Church, 
and  make  them  eager  to  enter  her  higher  fel- 
lowships. 

"  But  would  you  turn  the  exercises  of  a  Sun- 
day school  class  into  those  of  a  Church  class  .'' " 
We  should  unquestionably  correct  the  one-sided 
methods  of  each  by  a  blending  of  their  respect- 
ive characteristics.  To  the  study  of  Scripture 
truth  (the  chief  thing  in  the  best  Sunday  school 
classes  as  now  conducted)  we  should  add  the 
element  of  personal  experience,  (the  main  thing 
in  the    Church   class.)     The  ever-present  aim 


196  The  Church  School. 

of  tlie  Sunday  school  teacher  should  be  the 
spiritual  profit  of  his  scholars.  The  frankest 
expression  of  their  religious  doubts  and  desires 
should  be  encouraged.  Every  lesson  should  be 
examined  with  a  view  to  the  edification  of  each 
pupil.  And  if  the  Church  class  leader,  follow- 
ing the  Sunday  school  teacher's  example,  were 
to  introduce  more  of  the  divine  Word  into  the 
exercises  of  his  weekly  meeting,  we  are  confi- 
dent that  an  element  of  interest  and  strength 
would  be  imparted  to  the  service.  Truth  is  the 
sword  of  the  Spirit  ;  truth  is  the  wire  through 
which  the  celestial  currents  sweep. 

Father  Reeves,  the  matchless  class  leader 
of  Lambeth,  knew  the  value  of  the  Bible,  and 
was  never  satisfied  "  until  each  member  coidd 
for  J  dins  elf  prove  from  the  Scripture  every  doc- 
trine he  professed,  and  quote  from  Scripture  the 
warrant  for  each  promise,  on  the  fulfillment  of 
which  he  relied."  He  used  occasionally  to  devote 
an  entire  session  of  his  class  to  the  study  of  a 
Scripture  lesson,  as  a  Bible  class  would.    When 


The  Church  School.  197 

men  of  middle  age,  and  old  men  who  did  not 
know  how  to  read,  were  brought  into  his  class 
he  taught  them.  "  And,"  said  he,  "  we  set  apart 
a  Sunday  for  them  to  read  a  portion  of  Holy 
^cripture  to  us,  to  hear  how  they  improve,  and 
to  stimulate  others  to  learn."  * 

Can  we  forget  the  "  Holy  Club  "  at  Oxford, 
with  their  week-evening  meetings  for  reading 
the  Greek  Testament  and  the  ancient  classics, 
and  on  Sunday  evenings  their  studies  in  divin- 
ity ?  "■  They  built  me  up  daily,"  says  George 
Whitefield,  "  in  the  knowledge  and  fear  of  God, 
and  taught  me  to  endure  hardness  as  a  good 
soldier  of  Jesus  Christ." 

We  say,  then,  let  us  make  the  Church  class  a 

*  The  biographer  of  Father  Reeves,  after  reporthig  his 
method  of  conducting  class,  says,  "  Rather  novel  this  !  some 
may  be  disposed  to  exclaim.  Yes  ;  but  let  them  that  say  so 
think  again,  and  they  will  acknowledge  it  undeniably  good. 
This  excellent  leader  would  not  have  his  members  satisfied 
until  they  could  prove  from  Scripture  the  soundness  of  their 
faith,  and  until,  to  the  joy  of  their  souls,  they  could  read  for 
themselves  in  their  own  tongue  the  wonderful  works  of  God. 
May  such  leaders  and  members  be  multiplied  !  " 


198  The  Church  School. 

Bible  school  for  spiritual  growth,  and  its  leader 
a  teacher ;  and  let  the  Sunday  school  class  be- 
come a  Bible  school  for  spiritual  growth,  and  its 
teacher  a  leader.  This  arrangement  will  not 
interfere  with,  but  rather  benefit,  the  love-feasts 
and  general  classes  of  the  Church,  increase  the 
thoughtfulness  and  stability  of  Christians,  render 
the  preaching  of  God's  word  a  greater  delight, 
and  enable  us  to  retain  in  the  Church  the  mul- 
titudes of  young  people  who  now  every  year 
drop  out  of  our  schools  through  the  lack  of 
Church  sympathy,  of  adult  attendance,  intel- 
lectual food,  and  spiritual  influence. 

The  next  most  urgent  demand  of  the  Sunday 
school  is  to  be  met  by  earnest,  trained  Christian 
steacJiers.  We  would  not  raise  an  impracticable 
standard  here.  First  the  teacher  should  have 
a  general  knowledge  of  the  plan  of  salvation  ; 
then  that  experience  of  God's  grace  which 
makes  the  plan  precious  and  real.  These  will 
be  accompanied  by  a  love  for  the  "word  of  his 
grace."     Then  he  needs  the  ivill  to  wrest  time 


The  Church  Scpiool.  199 

enough  from  the  world's  grasp  every  week  for  a 
careful  preparation  of  the  lesson  ;  love  enough 
for  the  scholars  and  that  truth  to  make  the 
teacher  simple,  conversational,  and  straightfor- 
ward in  his  manner ;  tact  to  draw  out  the 
scholars'  own  thought,  and  concentrate  their 
attention  upon  the  one  central  truth  of  the 
lesson.  These  will  give  the  teacher,  under  the 
divine  blessing,  abundant  success. 

After  this,  the  more  biblical  and  scientific 
knowledge  the  teacher  has  the  better.  Mere 
intellectual  brilliancy  and  force,  without  heart 
or  Christ — away  with  them  !  and  away  with  all 
lifeless  systems  of  teaching  !  We  love  system, 
and  believe  in  thorough  analysis  in  order  to 
jexhaustive  exegesis,  but  let  this  be  attended  to 
in  the  study  at  home.  In  the  class,  let  our 
method  be  that  of  free  and  wisely- .directed  con- 
versation, arresting  the  attention  of  all,  eliciting 
the  opinions  and  experiences  of  each,  and  lead- 
ing to  profitable  self-application. 

The  personal  character  of  the  teacher  is  of 


200  The  Church  School. 

paramount  importance.  Piety  is  as  indispen- 
sable here  as  in  the  class  leader  and  pastor. 
The  teacher's  character  is  a  perpetual  presence 
with  the  scholar,  so  that  it  is  itself  a  constant 
teacher.  Through  his  influence  the  sown  seed 
of  the  Sabbath  is  growing  seven  days  in  produc- 
tive soil,  though  the  teacher  "  knoweth  not 
how."  Frivolity,  love  of  dress  and  pleasure, 
carelessness,  indifference,  unkindness,  superfi- 
ciality and  vagueness  in  teaching — these,  too, 
are  seed,  and  they  drop  in  the  soil  and  grow, 
and  what  wonder  if  they  choke  the  seed  of  the 
kingdom  in  the  pupil's  soul  ? 

Blessed  is  he  whose  whole  soul  is  given  up 
to  this  work  of  teaching  the  word  of  God  !  He 
is  blessed  //e/r,  for  the  study  of  the  truth  makes 
him  even  now  free  on  the  earth.  Then,  moreover, 
the  fruit  is  often  gathered  this  side  the  New  Jeru- 
salem. There  are  teachers  now  living  to  whom 
their  scholars  have  said  :  "  Thanks,  ten  thousand 
thanks,  for  your  faithful  service.  Lo !  it  has 
broucrht  us  to  Christ !  "    Now  this  is  heaven  itself 


The  Church  School. 


20 1 


Such  a  teacher  will  be  blessed  hereafter — 
eternally  blessed  !  Do  you  not  hear  the  words 
already  falling  from  His  lips  who  shall  sit  upon 
the  ''  throne  of  His  glory  ?  "     Hark  ! 

(Comf,  nc  hlBssfii  nf  iiiti  fQ.\^n,  ^m\  \)t  kingiiniii  yrrpr:^  for 
m  fruin  \)t  fonniiQtton  Df  tl)c  mnrlii.  .  .  .  5]frilii  3  saq  unto  m, 
Siiastnnt!)  as  ^i  tjane  Im  it  unto  one  of  \)t  [m\  of  t[)f3?  mn 
\in\)xn,  lie  Ijauc  knc  it  unto  m.  Mt.  m,  3^?,  ^TD. 


APPENDIX 


¥E  are  confident  that  the  following  additional  testimonies, 
(from  Dr.  Bingham,)  concerning  the  devotion  of  the  early 
Churcli  to  the  Word  of  God,  will  be  acceptable  to  our  readers: 

It  is  noted  by  Sozomen  and  Palladius  of  Marcus  the  Hermit, 
that  he  was  so  expert  in  the  Scriptures  when  he  was  but  a 
youtli  that  he  could  repeat  all  the  Old  and  New  Testament 
without  a  book;  and  it  is  observable,  that  as  there  wore  many 
catechetic  schools  in  those  times  for  explaining  the  Scriptures 
to  the  catechumens,  so  there  were  also  schools  appointed  in  many 

Churches  to  instruct  the  youth  in  the  knoioledge  of  the  Scn'piures. 
"When  Gregory,  the  apostle  of  the  Armenians,  first  converted 
that  nation,  it  is  said  in  his  Life  that  he  set  up  schools  in 
every  city,  and  masters  over  them,  by  the  king's  command,  to 

Ueach  the  Armenian  children  to  read  the  Bible ;  and  Theodoret 
relates  a  remarkable  story  of  Protogenes  the  scribe,  tliat  wheu 
Valens,  the  Arian  emperor,  banished  him  to  Antinoe,  inThebais, 
in  the  utmost  parts  of  Egypt,  he,  finding  the  greatest  part  of 


204  '^^lE  Church  School. 

the  city  to  be  heathens,  set  up  a  chanty  school  among  them,  and 
taught  them  the  Holy  Scriptures,  dictating  to  them  in  writing 
short-hand  David's  Paalnis,  and  niaJwig  them  learn  such  doctrines 
of  the  apostolical  writings  as  loere  proper  for  them  to  understand, 
by  which  means  he  brought  many,  both  of  the  children  and  parents, 
over  to  the  Christian  faith.  And  it  lias  been  observed  before, 
that,  by  the  canons  of  some  councils,  such  sort  of  charity 
schools  were  appointed  to  be  set  up  in  cathedrals  and  other 
churches,  where,  no  doubt,  according  to  the  custom  of  those 
days,  children  were  taught  to  read  the  Scriptures.  These 
rules  were  renewed  in  several  councils  under  Charles  the 
Great  and  the  following  princes.  Particularly  in  the  Second 
Council  of  Chalons,  anno  813,  it  was  appointed,  that  according 
to  the  order  of  Charles  the  Emperor,  bishops  should  set  up 
schools  to  teach  both  grammar  and  the  knowledge  of  the 
Scriptures ;  and  in  the  Council  of  Toul,  or  Savouieres,  in  Lor- 
raine, the  decree  was  renewed,  that  schools  of  the  Holy 
Scripture  and  human  learning  should  be  erected;  forasmuch 
as,  by  the  care  of  the  religious  emperors  in  former  days,  b}"" 
tliis  means  both  ecclesiastical  knowledge  and  human  learning 
had  made  a  considerable  progress  in  the  world;  and  Mr. 
Wharton  will  furnish  the  inquisitive  reader  with  many  other 
rules  and  canons,  made  about  the  same  time,  to  promote  and 
encourage  the  learning  of  the  Scriptures. 

Eusebius  says  of  the  Holy  Scriptures :  "  They  were  trans- 
lated   into    all    languages,    both    of   Greeks   and   barbarians, 


Appendix.  205 

throughout  the  world,  and  studied  by  all  nations  as  the  oracles 
of  God."  Chrysostom  assures  us  that  "  the  Syrians,  the 
Egyptians,  the  Indians,  the  Persians,  the  Ethiopians,  and  a 
multitude  of  other  :jations,  translated  them  into  their  own 
tongues,  whereby  barbarians  learned  to  be  philosophers,  and, 
women  and  children  with  the  greatest  ease  imbibed  the  doctrine 
of  the  Gospeiy  Theodoret  says  the  same,  that  "  every  nation 
imier  lieaven  had  the  Scripture  in  their  own  tongue.  The 
Hebrew  books  were  net  only  translated  into  Greek,  but  into 
the  Eoman,  Egyptian,  Persian,  Indian,  Armenian,  Scythian, 
and  Sauromatic  languages,  and,  in  a  word,  into  all  tongues 
used  by  all  nations  in  his  time."  The  like  is  attested  by 
St.  Jerome,  St.  Austin,  and  many  others. 

"  Constantine  himself,"  as  is  observed  by  Eusebius,  "  was 
wont  to  employ  himself  in  the  Church,  partly  by  joining  in  the 
public  prayers  with  the  people,  and  partly  by  taking  the  books 
of  the  divine  oracles  into  his  hands  and  exercising  his  mind  in 
the  contemplation  of  them ;  "  and  probably  for  this  reason  he 
ordered  Eusebius  to  prepare  fifty  copies  of  the  Bible  for  the 
use  of  the  Church  of  Constantinople,  as  his  letter  to  Eusebius 
witnesses;  for  it  is  observed,  and  spoken  to  his  praise  by 
Eusebius  in  another  place,  that  by  his  means  "innumerable 
multitudes,  both  of  men  and  women,  exchanged  the  food  of 
their  bodies  for  that  of  their  souls,  that  rational  food  which 
was  so  agreeable  to  rational  minds,  and  which  they  obtained 
by  reading  the  Holy  Scriptures." 


2o6  The  Church  School. 

The  testimony  of  Chrysostom :  '"For  this  reason,"  says  ]ie 
to  the  people  to  whom  he  preaclied,  "  we  often  acquaint  you 
many  days  beforehand  with  the  subject  of  our  discourse,  that,  tak- 
ing the  Bible  into  your  hands  in  the  mean  time,  and  running  over 
J  the  whole  passage,  you  may  have  your  minds  better  prepared  to 
hear  ivhat  is  to  be  spoken.  And  this  is  tlie  thing  I  liave  alwa3'S 
advised,  and  shall  still  continue  to  exhort  you  to,  that  you 
should  not  only  hear  what  is  said  in  this  place,  but  spend  your 
time  at  home  continually  in  reading  the  Holy  Scriptures.  And 
here  let  no  one  use  those  frigid  and  vain  excuses :  I  am  a  man 
engaged  in  the  business  of  the  law ;  I  am  taken  up  with  civil 
affairs;  I  am  a  tradesman;  I  have  a  wife,  and  children  to  breed 
up;  I  have  the  care  of  a  family;  I  am  a  secular  man,  it  belongs 
not  to  me  to  read  the  Scriptures,  but  to  those  that  have  bid 
adieu  to  the  world  and  are  retired  into  th.e  mountains,  and 
have  nothing  else  to  do  but  to  exercise  themselves  in  such  a 
way  of  living.  What  sayest  thou,  0  man?  Is  it  not  thy  bus- 
iness to  read  the  Scriptures,  because  thou  art  distracted  with  a 
multitude  of  other  cares?  Yes,  certainly,  it  belongs  to  thee 
more  than  them  ;  for  tliey  have  not  so  much  need  of  tlie  help 
of  the  Holy  Scriptures  as  you  have  who  are  tossed  in  the 
waves  of  the  multiplicity  of  business."  Tiien,  enumerating 
what  sins  and  temptations  secular  men  are  exposed  to,  he  in- 
fers that  they  have  perpetual  need  of  divine  remedies,  as  well 
to  cure  the  wounds  they  have  already  received,  as  to  ward  off 
those  they  are  in  danger  of  receiving;  to  quench  tlie  darts  of 


Appendix.  207 

the  devil  while  they  are  at  a  distauce,  and  drive  them  away,  by 
continual  reading  of  the  Holy  Scriptures;  for  it  is  impossible 
that  a  man  should  attain  salvation  without  perpetual  exercise 
in  reading  spiritual  tilings. 

"  Take  the  book  into  thy  hands,  read  the  whole  history,  and 
remember  those  things  that  are  inteUigible  and  easy ;  and 
those  things  that  are  more  obscure  and  dark  read  over  and 
over  again ;  and  if  thou  canst  not  by  frequent  reading  dive 
into  the  meaning  of  what  is  said,  go  to  a  wiser  person,  betake 
thyself  to  a  teacher,  and  confer  with  him  about  any  such 
passage ;  show  thy  diligence,  and  desire  to  be  informed.  .  .  . 

"  The  reading  of  the  Scriptures  is  our  great  guard  against  sin. 
Our  ignorance  of  them  is  a  dangerous  precipice  and  a  deep 
gulf;  it  is  an  absolute  betraying  of  our  salvation  to  know 
nothing  of  the  Divine  law.  It  is  this  that  has  brought  forth  so 
many  heresies;  this,  that  has  brought  so  much  corruption 
into  our  lives ;  this,  that  has  turned  all  things  into  confusion." 
— Chrysostom. 

For  it  is  very  observable,  further,  that  in  the  primitive 
Church  not  only  men  and  women,  but  children,  were  encour- 
aged and  trained  up  from  their  infancy  to  the  reading  of  the 
Holy  Scriptures  ;  and  the  catechumens  were  not  only  admitted 
to  some  of  the  prayers  of  the  Church  peculiarly  appropriated 
to  their  condition,  but  also  obliged  to  learn  the  Scriptures,  as 
part  of  their  discipline  and  instruction.  .  .  . 

All,  tlien,  that  is  furtlier  here  to  be  showed  is,  that  children 


2o8  The  Church  School. 

were  trained  up  to  tlie  use  of  the  Holy  Scriptures.  And  of 
this  ^ye  have  undoubted  evidence  from  many  eminent 
instances  of  their  practice. 


II. 

CATECHETICS. 

For  an  ek^borate,  learned,  and  exhaustive  discussion  of  tlie 
w  hole  question  of  catechistic  theory  and  practice  we  refer  our 
readers  to  M'Clintock  &  Strong's  "Cyclopedia  of  Biblical, 
Tlieological,  and  Ecclesiastical  Literature,"  from  which  we 
quote  a  few  extracts  from  the  proof-sheets  forwarded  to 
the  author  by  Dr.  M'Clintock  himself  a  short  time  before 
his  death: 

The  science  of  Catechetics,  as  sucli,  can  hardly  be  said  to 
have  taken  its  rise  until  after  the  Reformation.  But  as  the 
necessities  of  the  case  gave  rise  to  oral  instruction  in  Chris- 
tianity from  the  very  beginning,  and  to  the  subsequent  devel- 
opment of  this  instruction  into  a  sy.stematic  branch  of  Church 
activity,  we  find  indications  of  Catechetics  at  iU  periods. 

1.  Before  the  Reformation. — The  first  teaching  of  Christ  and 
his  apostles  was  necessarily  oral,  and  partly  homiletical,  partly 
catechetical.  But  wo  find  no  mention  in  tlie  New  Testament 
of  c.'Uecliists  as  Cluu-'.'h  functionaries.     Tn  tlio  second  century 


AprEx^Dix.  2og 

we  find  moiitiou  of  cytecliists  and  catechumous.  (fur  example, 
in  tlie  "Clementines.")  Under  the  catechetical  system  of  the 
fourth  century  the  catechumens  were  taught  the  ten  com- 
mandments, a  creed,  or  summary  confession  of  faitli,  and  the 
Lord's  prayer,  with  suitable  expositions;  but,  prior  to  baj)- 
tism,  the  nature  of  the  sacraments  was  carefully  concealevl.  \ 
(See  "  Arcani  Diseiplina:"  Catechumen.)  The  "Apostohcal 
Constitutions"  not  only  mention  the  catechumens,  but  fix 
three  years  as  the  period  of  instruction,  (viii,  32.)  In  Gregory 
of  JsTyssa's  (f  394)  Tioyog  KaTT}X7]''''-'i^S  o  fieyag  (ed,  Krabinger, 
Monac.  1835,)  and  in  Cyril  of  Jerusalem's  (f  386)  KaTTixTjoetg 
(Catechetical  discourses)  we  lind  cateclietical  instruction  for 
both  proselytes  and  newly-baptized  persons.  Augustine  wrote 
a  tract,  "De  Catechizandis  rndibus,''  (opp.  t.  vi.)  After  the 
Church  had  become  established,  and  its  increase  was  obtained 
by  the  birth  and  baptism  ©f  children  rather  than  by  conver- 
sions from  lieathendom,  the  idea  of  catechetical  instruction 
passed  from  being  tliat  of  a  preparation  for  baptism  to  being 
that  of  a  culture  of  baptized  cliildren.  'Wlien  confirmation 
became  general,  catechetical  instruction  began  to  bear  tlie  ^, 
same  relation  to  it  that  it  had  formerly  done  to  baptism.  In 
the  missions  to  heathens,  in  the  Middle  Ages,  it  became  usu.-il 
to  baptize  converts  at  once,  and  the  ancient  catecliumenate  fell 
into  disuse.  Nor  was  great  attention  given  to  tlie  catecliizing 
of  baptized   children   in  the  Roman  Churcli  up  to  the  time 

of  the  Reformation;   the  confessional   took  the   place    of  tlio 
14 


210  The  Church  School. 

Catechism.  .  .  .  The  names  of  Bruno,  Lisliop  of  "Wurzburg, 
(eleventh  century,)  Hugo  de  Sta.  Yictore,  Otto  of  Bamberg, 
and  Jolm  Gerson,  are  to  be  mentioned  as  active  in  restoring 
catechdtical  instruction.  Tlie  Waldenses,  WicUffites,  and  other 
reforming  sects,  gave  attention  to  tlie  subject.  .  .  . 

2.  Sbice  the  Reformation. — As  the  Reformation  was  a  revival 
of  religion  for  tlie  luunan  intellect  as  well  as  for  the  heart,  it 
naturally  followed  tliat  the  training  of  children  soon  came 
to  demand  new  methods,  or  the  restoration  of  old  methods,  of 
grounding  them  in  the  faith.  Luther  was  the  father  of  mod- 
ern catecheties,  both  by  the  Catechisms  which  he  himself  pre- 
pared, and  by  the  writings  in  which  he  explained  Cateclietics 
and  gave  an  impulse  to  their  pursuit.  The  principal  points  of 
Luther's  Catechisms  are  the  Decalogue,  the  Creed,  the  Lord's 
prayer,  and  the  Sacraments,  (1529.)  Luther,  with  true  in- 
sight, however,  taught  that  catechization  should  not  merely 
include  the  hearing  of  a  recitation  from  the  book,  but  also  an 
explanation  and  an  application  of  it  to  tlie  hearts  of  the  pupils. 
(See  prefaces  to  his  larger  and  smaller  Catechisms,  and  also 
Briistlein,  "Luther's  Einfluss  auf  das  Yolksschulwesen,"  etc., 
Jeoa,  1852.)  Calvin  also  pubhshed  Catechisms,  (1536,  1541,), 
and  hi  the  prefjice  to  the  "Catechismus  P]ccles.  Genevensis  " 
he  gave  his  views  of  the  nature  and  design  of  Catechisms  and 
of  catechetical  instruction  at  length.  .  .  .  The  Reformed 
Churches  generally  followed :  for  example,  the  Heidelberg 
Catechism  (1563)  for  the  German  R^^formed ;  the  Church  of 


Arrp:xDix.  211 

England  Catechism,  (1553,  1572,)  etc.  Tiie  Helvetic  Confes- 
sion {brevis  et  simplex)  makes  catecliization  a  duty  of  positive 
obligation  in  the  Church.  ...  In  Germany,  after  the  fervor 
of  tlie  Reformation  period  had  passed,  and  the  scholastic 
theologians  reigned,  the  catechetical  instruction  degenerated 
into  a  mere  formal  routine  of  preparation  for  confirmation,  and 
the  same  tiling  happened  in  the  Church  of  England.  Indeed, 
this  re.^ult  appears  to  be  inevitable  where  baptismal  regenera- 
tion is  believed,  and  confirmation  is  made  to  foUow  as  a  matter 
of  course.  Spener  and  the  Pietists  gave  new  life  to  catechet- 
ical instruction  b}'  connecting  it  with  spiritual  teaching  and 
life.  (See  Hurst,  '-History  of  Rationalism,"  p.  90;  Thilo-, 
"Spener  als  Katechei,"  Berlin,  1840.)  The  Church  of  Rome 
was  compelled  to  follow  the  Reformers  in  catechetical  instruc- 
tion;  the  "  Catechismus  Ronianus"  (1566)  became  the  basis  ^ 
of  numerous  Catechisms — those  of  Canisius,  Bellarmin,  Bos- 
suet,  and  Fleury,  attaining  the  widest  circulation.  As  any 
bishop  can  authorize  a  Catechism  for  his  diocese,  the  Roman-, 
ists  have  now  a  great  variety,  and  they  are  still  increasing. 
(See  "Theologischo  QiiartalschrifL,"  1863,  p.  443.) 

The  theor}^  of  catechization  in  the  Protesiant  Churcli  grew 
up  gradually  from  tlie  germs  in  Luther's  teaching,  througli  the 
period  of  decay  and  dry  scholasiicisni,  and  finally  shot  up  into 
full  bloom  in  Pietism.  Its  principles  are,  1.  That  the  Catechism 
of  the  Church,  stamped  with  its  autliority,  shall  be  used  in  in- 
struction :   2.  That  the  instruction  is  not  Socratic,  that  is  docs 


212  The  Church  School. 

not  aim  to  draw  out  what  is  in  the  mind  of  the  pupil,  but  rather 
to  convey  revealed  truth  to  the  mind  in  a  v/a}-  which  it  can  ap- 
preciate and  understand ;  3.  Tliat  while  the  pupil  ia  to  learn 
the  words  of  the  Catechism  by  heart,  the  teacher  is  to  explain 
and  illustrate  them  from  the  Eibl»,  and  lo  enforce  on  the  hc;iit 
and  conscience  of  the  catechumen — tlia".  is,  catechization  ia  to  1)6 
not  merely  didactic,  but  practical.  It  is  further  well  settled 
that  the  Catechism  of  each  particular  Church  should  be  taught 
to  the  children  of  that  Cluirch  (1)  by  parents  or  guardians  in 
the  family;  (2)  by  the  Sundaj^  school  teacher,  who  should 
always  be  a  constant  catechist ;  and  (3)  by  the  pastor,  whose 
catechization  should  not  only  be  a  test  of  the  proficiency  of  the 
children  under  home  and  Sunday  school  instruction,  but  should 
include  exhortation,  illustration,  and  application  also.  It  was 
one  of  Spener's  glories  that  he  introduced  pubhc  catechization; 
and  the  Pastor  who  fails,  at  fixed  times,  to  catechize  the  chil- 
dren in  presence  of  the  congregation,  loses  one  of  the  most  im- 
portant means  of  Christian  culture  within  the  sphere  of  Church 
life. 

Dr.  Ashbel  Green,  ("Lectures  on  the  Shorter  Catechism," 
vol.  i,)  in  his  Introductory  Lecture,  thus  speaks  of  the  advan- 
tages of  Citechization  :  "The  catechetical  or  questionary  form 
of  religious  summaries  renders  them  most  easy  and  interesting 
to  children  and  youth,  and,  indeed,  to  Christians  of  all  ages  and 
descriptions.  For  myself,  I  have  no  reluctance  to  state  here 
publicly  what  I  have  frequently  mentioned  in  private,  that  in  l^ 


Appendix.  213 

the  composition  of  sermons  one  of  the  readiest  and  best  aids  I 
have  ever  found  has  been  my  Catechism.  Let  me  add,  further, 
that  long  observation  has  satisfied  me  tliat  a  principal  reason 
why  instruction  and  exhortation  from  the  pulpit  are  so  little 
efficacious  is,  that  they  presuppose  a  degree  of  information,  or 
acquaintance  with  the  truths  and  doctrines  of  divine  revelation, 
which,  by  a  great  part  of  the  hearers,  is  not  possessed,  and 
which  would  best  of  all  have  been  supplied  by  catechetical  in- 
struction. It  is  exactly  this  kind  of  instruction  which  is  at  the 
present  time  most  urgently  needed  in  many,  perhaps  in  most  of 
our  congregations.  It  is  needed  to  imbue  effectually  the  minds 
of  our  people  with  '  the  first  principles  of  the  oracles  of  God,' 
to  indoctrinate  them  soundly  and  systematically  in  revealed 
truth,  and  thus  to  guard  them  against  being  '  carried  about 
with  every  wind  of  doctrine,'  as  well  as  to  qualify  them  to  join 
in  the  weekly  service  of  the  sanctuary  with  full  understanding, 
and  with  minds  in  all  respects  prepared  for  the  right  and  deep 
impression  of  what  they  hear," 

The  duty  of  catechization  is  enjoined  in  the  laws  of  almost 
all  branches  of  the  Church.  In  the  Church  of  England,  by 
Canon  59,  "  every  parson,  vicar,  or  curate,  upon  every  Simday 
and  holyday,  before  evening  prayer,  shall,  for  half  an  hour  of 
more,  examine  and  instruct  the  youth  and  ignorant  persona  of 
his  parish  in  the  Ten  Commandments,  the  articles  of  the  belief 
and  in  the  Lord's  Prayer;  and  shall  diligently  hear,  instruct, 
and  teach  them  the  Catechism  set  forth  in  the  Book  of  Common 


214  The  Church  School. 

Prayer.  Aud  all  fathers,  moiliers,  masters,  and  mistresses 
shall  cause  their  children,  servants,  and  apprentices,  who 
have  noi  learned  the  Catecliisra,  to  come  to  the  church  at  the 
time  appointed,  obediently  to  liear,  aud  to  be  ordered  by  the 
minister  until  they  have  learned  the  same.  Aud  if  any  minister 
ni'glcct  his  duty  herein,  let  him  be  sharply  reproved  upon  the 
first  complaint,  and  true  notice  thereof  given  to  the  bisiiop  or 
ordinarj^  of  the  place.  If,  after  submitting  himself,  he  shall 
■\villi11gl3'  offend  therein  again,  let  him  be  suspended.  If  so  the 
third  time,  there  being  little  hope  that  he  will  bo  therein  re- 
formed, then  excommunicated,  and  so  remain  until  he  be 
reformed.  And  lilvewise,  if  any  of  the  said  fathers,  motliers, 
jnasters,  or  mistresses,  children,  servants,  or  apprentices,  shall 
neglect  their  duties  as  the  one  sort  in  not  causing  them  to 
come,  and  the  other  in  refusing  to  learn,  as  aforesaid,  let  them  be 
suspended  by  their  ordinaries,  (if  they  be  not  children.)  and  if 
they  so  persist  by  the  space  of  a  month,  then  let  them  be  ex- 
communicated. And  by  the  rubric,  the  curate  of  every  parish 
shall  dihgently,  upon  Sundays  and  holydays,  after  the  second 
lesson  at  evening  prayer,  openly  in  tlie  church,  instruct  and 
examine  so  many  children  of  the  parish  sent  unto  him  as  he 
shall  think  convenient,  in  some  part  of  the  Catechism.  And  all 
fa:!.:'i-s  and  mothers,  masters  and  dames,  shall  cause  their  chil- 
dren, servants,  and  apprentices  (\vl  0  have  not  learned  their 
Catechism)  to  come  to  the  churoli  at  tlie  time  appointed,  and 
obediently  to  hear,  and  be  ordered  by  the  curate,  until  such 


Appendix.  215 

time  as  tliey  liave  learued  all  that  therein  is  appointed  for  them 
to  learn.''  These  stringent  rules,  however,  have  neaily  become 
a  dead  letter.  In  the  Protestant  Episcopal  Cliurch,  the  xxviiith 
Canon  (of  1832)  enjoins  that  "the  ministers  of  this  Church  who 
have  charge  of  parishes  or  cures  shall  not  only  Ite  diligent  in  in- 
structing the  children  in  the  Catechism,  but  shall  also,  by  stated 
catechetical  lectures  and  instruction,  be  diligent  in  informing 
the  youth  and  others  in  the  doctrines,  constitution,  and  liturgy 
of  the  Church."  The  Methodist  Episcopal  Church  makes  it  the 
•'duty  of  preacliers  to  see  that  the  Catechisnj  is  used  in  Sunday 
schools  and  families,  to  preach  to  the  children,  and  to  publicly 
catechise  ihem  in  the  Sunday  schools  and  at  public  meetings  ap- 
pointed for  tliat  purpose."  (Discipline,  part  v,  §  2.)  "It  shall 
also  be  the  duty  of  eacli  preacher,  in  his  report  to  each  quarterly 
conference,  to  state  to  what  extent  he  has  publicly  or  privately 
catechised  the  children  of  his  charge."  .(Pare  ii,  chap,  ii,  §  17.) 
"  At  the  age  of  ten  years,  or  earlier,  the  preacher  in  ciiarge 
shall  organize  the  baptized  children  of  the  Church  into  classes, 
and  appoint  suitable  leaders,  male  or  female,  whose  duty  it 
shall  be  to  meet  them  in  class  once  a  week,  and  instruct  them 
in  the  nature,  design,  and  obligation  of  baptism,  and  truths  of 
religion  necessary  to  make  ihem  wise  unto  salvation."  (Part  i, 
chap,  ii,  §  2.)  The  Presbyterian  Church  makes  catechising 
"one  of  the  ordinances  in  a  particular  Church,"  ("Form  of  Gov- 
ernment," chap,  vii,)  and  enjoins  the  duty  in  its  "  Directory  for 
Worship,"  chap,  i,  §  6 ;  also    chap.  ix.  §  1:    "Children  born 


2i6  The  Church  School. 

within  tlie  pale  of  the  visible  Church,  and  dedicated  to  God  in 
baptism,  are  under  the  inspection  and  government  of  the 
Churcl),  and  are  to  be  taught  the  Catechism,  the  Apostles' 
Creed,  and  the  Lord's  praj^er."  In  the  Reformed  Church  eacli 
Pastor  is  bound  to  expound  the  Heidelberg  Catechism,  and  the 
Classis  is  bound  to  see  that  "  the  catechising  of  cliildren  and 
youth  are  faithfully  attended  to."  (Constitution,  chap,  i,  art. 
iii,  §  8.)  The  Lutheran  and  German  Reformed  Churches,  not 
only  by  their  traditions,  but  also  by  Church  law,  are  bound  to 
fidelity  in  catechisation. 


HI. 

Rev.  .TOSKPH  ALLEIXK  and  the  CATECHISM. 
[From  his  IJiography.J 

During  tlie  time  of  his  public  ministry,  on  every  Lord's  day 
in  the  afternoon,  he  constantly  catechised,  before  a  great  con- 
gregation, the  youth  of  each  sex  b}'  turns,  among  whom  were 
several  both  young  men  and  women,  someiimes  five  or  six  of 
the  cliief  scholars  of  the  free  school,  sometimes  five  or  six  of 
,he  apprentices  of  the  town,  some  of  whom,  tliough  of  man's 
sstate,  accounted  it  not  a  disgrace  to  learn,  (according  to  the 
'i:uise  of  this  mad  world,)  but  to  be  ignorant.  Sometimes  of 
the  other  sex,  five  or  six  young  gentlewomen,  who  were  under 
his  wife's  tuition,  (and  so  his  domestic  oversiglit,)  kept  their 
turns,  of  whom  she  had  not  a  few,  and  those  the  daughters  of 


Appendix.  217 

gentlemen  of  good  rank  far  and  near,  whose  laudable  emula- 
tion, and  love  to  their  father  (as  they  styled  liim)  and  to  the 
work,  was  the  cause  why  they  were  not  so  overbashful  as  to  de- 
cline so  advantageous  a  course;  by  which,  together  with  domes- 
tic instructions  and  example,  even  all  received  a  tincture  of 
piety  and  rehgion,  and  many  a  thorough  impression ;  besides 
these,  several  virgins  also,  and  among  these  the  daughters  of 
some  of  the  chief  magistrates  in  the  town,  kept  their  turn''. 
In  this  his  course  he  drew  out,  on  the  short  answers  in  the 
Assembly's  Catechism,  an  excellent  discourse  on  all  the 
points  of  the  Christian  theolog}',  which  he  handled  success- 
fully, reducing  his  discourse  to  several  heads,  which  he  also 
proved  by  pertinent  places  of  Scripture;  which  done,  he 
gave  both  the  heads  and  proofs,  written  at  length,  on  a  week- 
day, to  those  whom  he  designed  to  catechise  on  the  ensuing 
Lord's  day,  which,  besides  the  short  answers  in  the  Catechism 
and  the  annexed  proofs,  they  committed  to  memory,  and  ren- 
dered on  the  afternoon  of  the  day  aforesaid.  Throughout  all 
which  course  he  approved  himself  to  be  a  most  substantial 
divine. 

Neither  did  his  catechistical  labors  rest  here,  but  also  on 
Thursdaj'-s  in  the  afternoon,  as  I  remember,  he  catechised  in 
the  church,  street  by  street,  whole  famihes,  excepting  the 
married  or  more  aged,  in  order ;  which  exercise,  I  suppose,  h^ 
designed  as  preparatory  to  his  Lord's-day  work.  Besides  thia, 
on  Saturdays,  in  the  morning,  he  catechised  the  free  school  of 


2i8  The  Church  School. 

that  place,  instruciiug  them  in  the  points  of  Christian  doctrine, 
and  excellently  explaining  the  answers  in  the  Assembly's  Cate- 
cliisra,  discovering  a  mine  of  knowledge  in  them  and  in  himself,  l/ 


lY. 

EDUCATION  AMONG  THE  JEWS. 
The  following  is  from  Rabbi  Raphael,  in  Barnard's  "  Ameri- 
can Journal  of  Education:  " 

Tt  may  be  assumed  that  education  was  looked  upon  as  a 
religious  duty,  and  therefore  intrusted  to  the  Priests  and 
Levites.  It  is  certain  that  in  process  of  time  these  teachers 
neglected  their  duty  to  such  a  degree  that  Samuel  found  it 
liCcessary  to  introduce  a  new  and  enlarged  system.  Ho 
therefore  founded  tlie  schools  of  the  prophets,  open  to  all 
Israelites.  Respecting  the  internal  polity  and  the  system  of 
education  in  these  schools  we  know  but  little.  We  must, 
however,  not  suppose  that  the  Hebrew  word  Kahi,  "prophet," 
bore  the  same  signification  in  the  days  of  Samuel  that  it  ob- 
tained at  a  later  period  of  scriptural  history,  namely,  that  of  au 
"inspired  prediction  of  future  events" — such  an  inspired  pre- 
diction iu  the  days  of  Sanirel  was  called  Ro-eh,  or  Hhoseli, 
"a  seer,"  (I  Sam.  ix,  9,)  whereas  the  word  Nabi,  "prophet," 
Is  used  in  Genesis  xx,  7,  and  in  Isaiah  ix,  15,  to  designate  a 
"teacher;"  in  Exodus  viii,  1,  an  "orator;"  in  Exodus  xv, 
20,  and   Judges   iv,   4,  a  "  poet,"  and   iu  1   Chronicles   xxv, 


Appendix,  219 

passim,  a  "composer  of  music."  This  fourfold  meaning  of 
the  word  Nabi  tells  us  what  functions  the  "prophets"  trained 
lu  tliese  schools  were  intended  to  discharge.  They  were 
to  be  "teacliers,"  "public  orators,"  "poets,"  and  "com- 
posers of  sacred  music,"  and  the  system  of  education 
was  arranged  accordingl}".  Ezra,  though  himself  a  priest, 
and  "  tlie  men  of  the  Great  Assembly "  over  which  he 
presided,  again  resorted  to  the  plan  of  Samuel.  Public 
scliools  of  different  degrees  were  every-where  established; 
the  priests  no  longer  remained  ex  officio  sole  instructors  of  the 
people,  but  were  superseded  by  a  new  class  of  teachers,  the 
"  Sopherim,"  grammattis  "■  scribes."  Thenceforth  the  histor}-- 
of  education  among  the  Jews  stands  clearly  before  us.  Each 
town  in  Judea  containing  a  certain  number  of  inhabitants 
was  bound  to  naaintain  a  primary  school,  the  Hhasan,  "  pre- 
centor," of  the  synagogue,  in  most  instances,  being  the 
teacher.  Seminaries  of  a  higher  grade  were  presided  over 
by  Sopherim,  "scribes,"  and  a  sufficient  annual  income  was 
assigned  for  their  support. 


Y. 

THE  PALESTINE  CLASS. 
Sacred  history,  geography,  and  antiquities  must  be  system- 
atically and  thoroughly  taught  to  our  Sunday  school  children. 
And  yet   the  sacred  hours  of  the  Sabbath  usually  devoted  to 


220  The  Church  School. 

Sabbath  scLool  cannot  be  appropriated  to  these  topics  when 
truths  so  much  more  important — the  doctrinal  and  practical — 
are  to  be  especially  considered.  Now  by  what  method  may 
we  impart  such  knowledge  in  an  attractive  way  to  these  our 
Sunday  school  students?  Why  may  we  not  liave  a  Sunday 
School  Department  devoted  especially  to  these  subjects? 

I.— A  Plax. 

1.  Call  such  department  tlie  "  Palestine  Class,"  or  "Class 
of  Biblical  Antiquities." 

2.  lis  meetings  may  be  held  on  some  week-day  evening,  or 
or  Saturday  afternoon. 

3.  All  persons  should  be  invited  to  attend — adults  and  chil- 
dren— parents,  teachers,  pupils. 

4.  The  Pastor,  or  other  competent  person,  may  be  its  Presi- 
dent or  its  Teacher.  A  Chorister  may  be  employed  to  con- 
duct the  musical  exercises  of  the  Class.  The  Secretary  and 
Treasurer  may  be  elected  by  ballot,  quarterly. 

5.  The  Church  "Cateoliism,"  which  most  Pastors  use  in  the 
Catechumen  Class  or  Sunda}'  school,  may  be  introduced  as  a 
feature  of  this  class. 

6.  The  Class  to  be  divided  into  grades,  through  which  schol- 
ars may  pass  successively  as  they  progress.  This  insures 
llioroughness,  and  renders  the  Class  exercise  interesting, 

Y.  Select  Committees  of  Examination  and  other  officers 
from  the  highest  grade  at  any  time  attained  by  the  Class. 


Appendix.  221 

II. — Apparatus. 

1.  The  text-book  employed  by  the  Palestine  Classes  now 
organized  is  "  Little  Footprints  in  Bible  Lands ;  or,  Simple 
Lessons  in  Sacred  History  or  Geography,"  published  by 
Metliodist  Book  Concern,  805  Broadway,  New  York.  Price, 
50  cents  per  copy.  This  little  work  contains  historical  and 
geographical  recitations,  geographical  songs,  maps,  map  charts, 
and  a  biblical  gazetteer. 

2.  For  reference  the  following  are  the  best :  Prof.  Whiting's 
"Hand-Book   of  Sacred  Geography,"  Hibbard's    "Palestine," 

oaud  Thomson's  "Laud  and  Book." 

3.  The  cheapest  Maps  are  those  published  by  tlie  Methodist 
Episcopal  Sunday  School  Union,  and  for  sale  at  tlie  bouse 
above-mentioned.  Our  new  Bible  Maps:  No.  1,  "Scripture 
World,"  $5;  No.  2,  "Holy  Laud,"  $5. 

4.  The  text-book  above  referred  to  is  divided  into  five  series 
oflessons,  corresponding  to  the  five  grades  of  the  Class.  For 
convenience  and  pleasure,  the  recitations  are  usually  conducted 
by  tiie  concert  method,  but  to  insure  personal  tlioroughncss, 
each  pupil  is  examined  separately  and  placed  according  to  his  ad- 
vancement successively  in  liis  grade—"  Pilgrim,"  "  Resident," 
"Explorer,"  "Dweller  ix  Jerusalem,"  and  "Templar," 
By  this  simple,  praciicable,  and  pleasant  plan,  the  liveliest  in- 
terest may  be  maintained  in  the  Class.  For  full  explanations 
see  "  Little  Footprints,"  pages  80,  90. 


222  The  Church  School. 

5.  Cei'tifioales  may  be  given  to  the  members  of  each  grade. 

6.  Expenses  for  Maps,  Books,  Certificates,  etc.,  may  be  met 
by  occasional  Exhibitions,  at  wliich  "  Conversations  "  on  a  trip  to 
the  IIol.v  Land,  Biblical  incidents.  Songs,  etc.,  etc.,  will  insure 
novelty,  profit,  and  entertainment. 

7.  Let  the  teacher  keep  a  "  Record,"  in  which  to  enroll  names 
of  scliolars  in  each  grade;  prepare  his  programme  for  each 
recitation  in  advance,  and  register  the  results  of  his  private 
biblical  researches.  Such  a  record  will  become  a  most  valu- 
able "Cyclopedia." 

8.  Use  a  small  tea  "Call-Bell,"  by  which  order  and  perfec- 
tion of  drill  may  bo  maintained. 

9.  Scholars  should  always  bring  Bibles  with  them  for  read- 
ing and  reference. 

10.  A  Melodeon  will  be  of  great  value  in  the  singing  and 
map  exercises. 

ITL  Exercises. 

1.  Let  each  session  be  short,  and  introduce  as  much  variety 
in  the  exercises  as  possible. 

2.  Take  short  lessons  from  the  text-book,  and  secure  prompt, 
sp'rited  concert  responses. 

3.  Always  read  in  concert  some  scriptural  selection  at  the 
opening  of  the  Class. 

4.  Give  all  scliolars  an  opportimity  to  present  difficult  ques- 
tions from  the  Bible,  and  let  tlie  same  be  ansv.'ered  by  the 
Class  the  week  after  their  announcement. 


Appendix.  223 

5.  Give  descriptions  of  sacred  localities,  distances  from  Jeru- 
salem, size,  present  condition,  sacred  associations,  etc.  Let 
scholars  often  repeat  these  facts,  and  record  in  blank  books 
for  their  own  use.  In  this  way  they  will  soon  become  as 
familiar  with  the  Holy  Lands  as  with  their  own  neighbor- 
hoods. 

6.  Give  a  specified  time  (two  months  or  longer)  to  each  grade. 
Me.rribersof  loiver  grades  may  be  examined  at  any  time  for  the 
higher  already  reached  by  the  Glass,  but  only  at  appointed  times 
may  the  higher  advance.  For  example :  If  the  highest  grade  is 
"Explorer,"  any  lower  grade  may  be  examined  at  any  time  to 
attain  the  "Explorer's,"  but  not  go  beyond  that  until  tlie  ap- 
pointed time  for  the  advance  arrives.  In  this  way  new  schol- 
ars can  enter  the  Class  and  overtake  the  advanced;  while  the 
advanced,  by  frequent  repetition  of  old  lessons,  become  more 
thorougli. 

7.  Let  the  teacher  or  President  liiraself  examine  all  candi- 
dates for  the  lirst  or  "Pilgrim"  grade;  after  that  let  him  ap- 
point "Examiners"  for  the  Historical  lessons,  he  himself  con- 
ducting all  map  exercises  in  every  grade. 


YI. 

SOLEMN  COYENANTS. 
The  Pastor  will  find  it  very  profitable  to  develop  in  every 
possible  way  the  religious  zeal  of  his  teachers. 


224  The  Church  School. 

The  PUBLIC  RECEPTION  of  Suuduj  school   teachers  should' 
never  be  omitted. 

The  Cluirch  should  extend  its  hand  of  welcome  to  the  man 
who  consecrates  his  gifts  to  the  work  of  teaching  in  the  Sab- 
bath school.  A  word  of  counsel  and  encouragement  at  that 
important  stage  may  have  a  moist  salutary  effect  upon  Ills  fu- 
ture career.  The  puljlic  recognition  would  favorably  impress 
the  Church  itself,  and  give  the  teacher  increased  power  over 
his  scholars.  This  course  has  been  adopted  in  several  schools 
already,  and  we  have  prepared  a  tract  for  this  purpose,  enti- 
tled "The  Public  Reception  of  Teachers."  The  following  is 
the  form  of  the 

Covenant. 

"I  do  solemnly  promise  to  devote  myself,  with  all  diligence, 
to  Sunday  school  labor.  I  will  endeavor  to  study  the  word  of 
God  thoroughly  and  prayerfully;  to  spend  as  much  time  as 
possible  in  reading,  meditation,  and  prayer,  with  special  refer- 
ence to  my  work;  as  regularly  as  possiljle  to  attend  all  the 
means  of  grace;  to  visit  my  scholars  as  their  lomporal  or 
spiritual  necessities  may  require,  and  to  be  punctually  present 
at  school  and  all  meetings  of  teacliers." 


M 


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